A Probe Into Learning Approaches And Attitudes Towards Technology-enhanced Language Learning (tell) In Chinese Instruction

This quantitative research, carried out at the military environment at the Defense Language Institute investigated whether learning approaches could predict learners\u27 language proficiency and learners\u27 attitude towards technology-enhanced language learning (TELL). In addition, it also examined whether learners\u27 demographic factors, such as age, educational backgrounds, prior experience in foreign language learning and in TELL as well as their ability to use PC and the World Wide Web could predict the above mentioned language proficiency and attitude. A cluster sampling method was adopted and data was collected in four Chinese departments at the institute. Both the learning approaches inventory ASSIST and the attitudes towards TELL survey were administered to 158 Chinese language learners. 137 valid responses were obtained. All data were input into SPSS for regression and correlation analyses. Conclusions of the study are as follows: 1. The surface and apathetic approach (p\u3c.01) was a significant predictor for both learners\u27 measured language proficiency and their self-perception of academic performance. 2. The strategic approach was a positive predictor for learners\u27 attitudes towards TELL; whereas, surface and apathetic approach was a negative predictor for learners\u27 attitudes towards TELL. 3. None of the learners\u27 demographic variables could not predict either learners\u27 language proficiency or their attitudes towards TELL. Implications for instructional design, curriculum development, teacher education, as well as relevant research issues were discussed