刘翔虎，渤海大学外国语学院，英语系副教授，在英国Exeter(埃克塞特)大学获硕士及博士学位(2007年1月获教育研究科学硕士学位)(2013年12月获得教育哲学博士学位(PhD degree in Education)。学科专长：应用语言学及英语教育。
目录
Chapter 1 Introduction
1.1 Background Information on English Language Teaching in China
1.1.1 Brief Information on English Language Teaching in Higher Education in China
1.1.2 The Use of CALL in Higher Education in China
1.2 The Reasons for the Importance of the Use of CALL in China
1.2.1 The Problems of Learning English in China
1.2.2 The Cause of the Learning Problems in Teaching English in China
1.3 Rationale of This Study
1.4 The Aims of This Study
1.5 A Brief Overview of the Book
Chapter 2 Literature Review
2.1 An Overview of CALL
2.1.1 CALL, Online Learning and E-learning
2.1.2 The Advantages and Disadvantages of CALL
2.1.3 The Evaluation of CALL Materials
2.1.4 Teaching Listening and Speaking by Using CALL
2.1.5 Teaching Listening and Speaking by Using Podcasts
2.2 An Overview of Second Language Learning Theory
2.2.1 Behaviourism
2.2.2 Cognitive Theoretical Perspectives on SLA Theory
2.2.3 Constructivism and Its Contribution
2.3 Key Learning Factors and CALL
2.3.1 Motivation, Learner Autonomy and CALL ~
2.3.2 Learner Autonomy and CALL
2.3.3 Learning Strategies, Learner Autonomy and CALL
2.4 Student-centred Teaching Approaches and Learner Autonomy
2.5 Summary of the Literature
2.6 Research Questions
Chapter 3 Research Methodology and Methods
3.1 Research Paradigms
3.1.1 Defining Research Methodologies and Methods
3.1.2 The'Scientific Research Paradigm (Positivism)
3.1.3 The Interpretive Research Paradigm
3.2 Action Research
3.2.1 Defining Action Research
3.2.2 Principles and Characteristics of Action Research
3.2.3 Locating Action Research in the Interpretative Paradigm
3.3 The Research Participants
3.3 .t College English Tests (Bands 4 and 6) in China
3.3.2 Background Information on the Participants
3.4 The Framework of Research Design in This Study
3.4.1 The Rationale of the Choices of Data Collection Methods
3.4.2 The Rationale of the Choices of Data Analysis Methods
3.4.3 The Rationale of the Choices of General Data Analysis Methods
3.5 Procedures of Data Collection and Data Analysis in This Study
3.5.1 The Pilot Study of the Research Project
3.5.2 The Action Research Processes
3.6 Ethical Considerations in This Research Project
3.6.1 Informed Consent
3.6.2 Anonymity and Confidentiality
3.7 Summary of Chapter 3
Chapter 4 Action Research Cycle One
4.1 A Brief Introduction to the Course
4.1.1 The Aims of the Course
4.1.2 The Textbook Used
4.1.3 The Business English Website Used in Class and outside Class ..
4.2 Action Research Stage One.- Planning
4.2.1 Identification of the Main Problems in Learning English
4.2.2 Planning the Research in Practical Teaching
4.3 Action Research Stage Two: Action
4.4 Action Research Stage Three.. Observation
4.4.1 Data Collection and Data Coding
4.4.2 Data Analysis and Findings
4.5 Action Research Stage Four: Reflections
4.6 Learning Problems at the End of Cycle One
4.7 Changes in Teaching Styles Next Cycle
4.8 Summary of Chapter 4
Chapter 5 Action Research Cycle Two
5.1 Teaching Materials and Learning Materials
5.1.1 Introducing the BBC Learning English Website
5.1.2 Description of the University "Blackboard" Academic Suite
5.2 Action Research Stage One: Planning
5.2.1 The Lesson Planning
5.2.2 Explanation for the Classroom Teaching Activities
5.3 Action Research Stage Two, Action
5.3.1 Reading, Listening and Speaking Interactive Activities
5.3.2 Giving Oral Presentations in Class
5.3.3 Guidance in Autonomous Learning
5.3.4 Guidance to Learning Strategies
5.4 Action Research Stage Three, Observation
5.4.1 Data Collection
5.4.2 Data Analysis and Findings
5.5 Action Research Stage Four, Reflections
5.5.1 Reflections on the Importance of Selecting Appropriate Learning Materials
5.5.2 Reflections on the Improvement of Listening and Speaking Skills
5.5.3 Reflections on Autonomous Learning from Using CALL Environments
5.6 Summary of Learning Outcomes
5.7 Learning Problems at the End of Cycle Two
5.8 Changes in Teaching Styles Next Cycle
5.9 Summary of Chapter 5
Chapter 6 Discussion of the Action Research Project
6.1 Research Question 1
6.1.1 Perceptions of the Internet-based Materials
6.1.2 Analysis of the Pre-test and the Post-test in Cycle One
6.1.3 Effects of the TOEIC Listening Pre-test
6.1.4 Summary Answers for Research Question 1
6.2 Research Question 2
6.2.1 Perceptions of the Advantages and Drawbacks of CALL
6.2.2 Analysis of the Pre-test and the Post-test in Cycle Two
6.2.3 Summary Answers for Research Question 2
6.3 Research Question 3
6.3.1 Summary of the Students' English Learning Experiences by Using CALL
6.3.2 Summary of the Students' Performance in TOEIC, IELTS and TOEFL Tests
6.3.3 Summary Answers for Research Question 3
Chapter 7 Implications and Conclusions
7.1 Summary of Major Findings
7.1.1 An Overview
7.1.2 Findings Related to the Research Questions
7.2 Implications of This Study
7.3 Limitations of This Study and Suggestions for Further Research
7.4 Significance of This Study
Appendix: One Example of Teaching Speaking by the Use of Brainstorming
References
Index
