Enhancing the English learning effectiveness of 8 th grade students using an online interactive English system

Transcription

1 World Trasactios o Egieerig ad Techology Educatio Vol.6, No.1, 7 7 UICEE Ehacig the Eglish learig effectiveess of 8 th grade studets usig a olie iteractive Eglish system Tseg-Chih Chag, Chia-Li Chag, Yeli Su & Far-Shig Che Natioal Chaghua Uiversity of Educatio, Chaghua, Taiwa Texas Tech Uiversity, Lubbock, Uited States of America ABSTRACT: The Taiwaese Govermet has recetly give great impetus to Eglish educatio by icludig it as a compulsory subject to be taught from the third grade at elemetary schools. Private eterprises regard GEPT certificatio as oe of the basic demads i persoel recruitmet, as well as the Govermet s demads regardig all public officers Eglish proficiecy. The research purpose of this article is to uderstad studets learig processes, effectiveess ad attitudes via a olie iteractive Eglish learig system, which was created by the NETPAW testig cetre of the Republic of Chia Multimedia Eglish Laguage Istructio Associatio (ROCMELIA), which geerated a reciprocal table with the Commo Europea Framework. This study adopted a quasiexperimetal research desig of th grade studets i cetral Taiwa. The results show that studets who leared Eglish via the olie iteractive learig system ad traditioal teachig methods performed better tha those who leared Eglish via traditioal teachig methods oly. Also, the iteractive learig system helped motivate studets to lear Eglish, ad ehaced their listeig ad readig proficiecy. It is apparet that the olie Web-based learig system is a worthy ad applicable approach to learig Eglish. INTRODUCTION Eglish is the most importat iteratioal laguage as well as a commuicative tool i the moder era of globalisatio ad the global commuity. Brow observed that learig a secod laguage is a log ad complex udertakig (i [1]). As i other areas of Asia, Eglish is used as a foreig laguage i Taiwa where there are may people who strive to acquire for themselves a good Eglish educatio i the elemetary, juior high ad seior high schools, as well as at colleges ad uiversities. However, most studets still caot commuicate well with Eglish ative speakers after studyig Eglish for several years. Whether a studet ca be successful i learig a foreig laguage is determied by may factors. Theoretically, foreig laguage learers ca lear a foreig laguage well so log as they are provided with a good laguage learig eviromet, plety of study time, strog motivatio, effective teachig ad learig methods, strategies, eough teachig materials, ad a thoughtful teacher who recogises learers eeds [1-4]. There are may reports about the effective use of Iteret techologies, Web resources ad multimedia learig programs i Eglish as a Secod Lagauge (ESL)/Eglish as First Laguage (EFL). I Taiwa, Eglish as a secod laguage is ot official. The etire studet populace of Taiwa is ow egaged i a islad-wide struggle to master Eglish. The ature of laguages makes techology-ehaced laguage learig a optimal istructioal medium because laguage learig requires a lot of practice ad iteractio. Although Eglish teachers may apply differet teachig approaches i the classroom, some more effective tha others, may studets still maage to get high grades i Eglish. I ay case, a good Eglish learig eviromet is very importat for EFL learers. This so-called Eglish laguage eviromet icludes everythig that the EFL learer hears ad sees i the target laguage. It may iclude a wide variety of activities coversatio with Eglish teachers ad peers, readig ewspapers, listeig to radio programmes, audiotapes, CDs, watchig televisio, movies, videotapes, DVDs ad studyig laguage programmes usig multimedia, hypermedia ad the Iteret [2]. LITERATURE REVIEW The advatages of Web-based learig are umerous ad varied. Research has cofirmed the abudat advatages of Web-based learig, such as time savig, cost reductio ad space savig, as well as the icreased opportuity for idepedet ad persoalised learig [5]. Moreover, experts predict that i the ext few decades, over 5% of the studet populatio will be educated usig olie learig ad techology. It is predicted that the average class size will be 1,+ studets ad that these learers will be taught by a expert i his/her field of kowledge [6]. Compared with traditioal istructio, Web-based techologies ca provide studets with more motivatio ad iterest as they access multimedia ad other iovative tools i a iteractive ad authetic learig cotext. Thus, the traditioal classroom must make way for the virtual classroom, traditioal learig cyberlearig or e-learig ad electroic testig or e-assessmet for old-fashioed paper-ad-pecil examiatios, which may become largely obsolete. Olie learig ot oly ehaces learer iteractio ad output, but also provides a more positive learig eviromet for studets. Besides, olie participats have foud that Web-based istructio facilitates the sharig of ideas give the broader scope of people usig the World Wide Web (WWW). Whe they practice with olie exercises, such as multiple-choice questios ad short aswer questios, their resposes will be evaluated istatly ad feedback forthwith provided. At the same time, users data are stored i the back-ed server database so that istructors ca retrieve ad aalyse them at a later time [7]. 53

2 I a study of the effectiveess of usig New Horizo College Eglish Olie (NHCE), a olie EFL course maagemet ad learig system, Da states that by usig the iteractive system, a istructor ca reduce classroom time ormally devoted to readig ad listeig istructio, ad pay more attetio to speakig ad writig skills [7]. Such refocusig of classroom istructio o productive skills (listeig ad speakig) is feasible. With the help of a iteractive learig system, studets ca lear o their ow to acquire the receptive skills (readig ad writig). Spedig less time o receptive skills i the classroom will ot adversely affect studets acquisitio of these skills. Moreover, the istructor ca afford to costatly moitor studets olie learig process via the trackig fuctios of the olie learig software. The most ofte cited theoretical basis for Computer Mediated Commuicatio (CMC)-based foreig laguage learig is costructivism, which origiates from research i psychology by Piaget, Bruer ad Vygotsky. Costructivist learig is based o studets active participatio i problem-solvig ad critical thikig durig a learig activity that they fid relevat ad egagig [8]. Vygotsky divides huma kowledge ito three levels: recogitio, uderstadig ad mastery [8]. The teacher s job is to assist studets i reachig the higher levels of kowledge. I terms of laguage educatio, studets eed more exposure to the targeted materials ad more practice to be able to uderstad ad ehace their kowledge before they ca achieve the level of mastery [1]. THE THREE LEARNING THEORIES Fu, Efficiecy ad Associatio Theories (FEAT) There are three importat theories behid efficiet laguage learig. Chuag proposed three theories behid efficiet laguage learig: the Fu, Efficiecy ad Associatio Theories (FEAT) [9][1]. This research proved that these theories are useful for laguage teachers to use i order to teach their studets. The Theory of Fu is to promote the applicatio of iterest i laguage istructio. It is essetial to let studets lear Eglish happily ad aturally, that is, by havig them, through the vehicle of iter-laguage, approximate the social commuicatio of ative speakers. As with other subjects, laguage learig will be more efficiet whe it is fu. There are three factors ca cotribute to makig laguage learig more fu: stories/jokes, whether i arrative or dramatic form, igeuity ad multimedia [1]. The Theory of Efficiecy is to emphasise efficiecy i laguage learig. I order to help studets acquire target laguage skills efficietly, teachers should make good, creative use of the fu ad associatio elemets, as well as appropriate teachig techiques ad tools [1]. The Theory of Associatio is to make laguage learers easily remember what they are learig. Laguage learig is a elaborate ad complex process. There are three issues that should be take ito cosideratio to make laguage learig easier. First, the cotets should ot be too difficult. Secod, the four laguage skills of listeig, readig, writig ad speakig have to be itegrated i each learig sessio. Third, texts have to be associated with multimedia so that soud, aimatio, graphics ad video ca help studets uderstad ad remember the text [1]. Sociocultural Costructivist Approach I recet decades, the theories of Dewey, Vygotsky ad Leot ev have placed emphasis o iterpersoal, experietial ad process-orieted learig; these have iflueced more ad more people i the field of educatio [8][11][12]. Vygotsky s social costructive theory, with the view that learig is both socially-based ad itegrated, has three assumptios. First, learig is a social activity. Secod, learig is itegrated. Third, learig requires active studet egagemet i class. Vygotsky believed that iterpersoal behaviours are the basis for ew coceptual uderstadigs i cogitio ad commuicatio. Also, he believed that oral ad writte learig are strogly related. For Vygotsky, studets who egage i classroom activities will be motivated for literacy learig ad they will have the best chace of achievig such a full degree of commuicative competece to discuss ad lear laguage ad literacy skills. Sociocultural costructivism, i other words, emphasises egagig learers i problem solvig, situatioal ad cooperative learig. The advet of multimedia computer ad Web-based techologies has made this shift more attractive although ot uproblematic i its implemetatio [13][14]. Behaviourist Approach Actually, much of today s pedagogies ad traditioal computer-based learig materials have bee greatly iflueced by the behaviourist approach derived from Ausubel ad based o Gage s five categories of learig: attitudes, itellectual skills, cogitive strategies, motor skills ad verbal iformatio [15]. This behaviourist approach regards learig as predomiatly cocered with iformatio processig [16]. The Complemet While there are quite differet approaches to teachig studets, do behaviourist approaches ad Web-based costructivism cotradict each other? Borrowig a statemet from Felix, we get a clear view that they complemet each other: O the oe had, we have the ability to expose learers to reasoably sophisticated automated activities that will egage them i autoomous, predomiatly cogitive ad metacogitive processes, iformed by theory drawig o the work of Gage. O the other, we are i a positio to exploit the uique opportuities of etworked systems to egage studets i authetic costructivist learig, i which studets iteract ad collaborate i process-orieted real-life activities, iformed by theorists such as Vygotsky ad Dewey. Although quite differet, the two schools of thought complemet each other well i a olie eviromet, especially if we take some care to humaize ad persoalize the former as much as possible withi curret techological limitatios [16]. The NETPAW-CEF Reciprocal Table The Commo Europea Framework has bee adopted by the Miistry of Educatio i Taiwa ad iteratioal test istitutes like the ETS ad Cambridge. The Miistry of Educatio stipulated that each test istitute should have their reciprocal table published o the Iteret. Table 1 was already published o ROCMELIA s Web site, which idicates that the NETPAW basic, low itermediate, itermediate ad high 54

3 Table 1: The NETPAW-CEF table. Users CEF The CEF Ca-Do List NETPAW Ca uderstad with ease virtually everythig heard or read. Ca summarise iformatio from differet spoke ad writte sources, recostructig argumets ad C2 accouts i a coheret presetatio. Ca express himself/herself spotaeously, very Mastery fluetly ad precisely, differetiatig fier shades of meaig eve i more complex N/A situatios Proficiet User Idepedet User Basic User C1 Effective Operatioal Proficiecy B2 Vatage B1 Threshold A2 Waystage A1 Breakthrough Ca uderstad a wide rage of demadig, loger texts ad recogise implicit meaig. Ca express himself/herself fluetly ad spotaeously without much obvious searchig for expressios. Ca use laguage flexibly ad effectively for social, academic ad professioal purposes. Ca produce clear, well-structured, detailed text o complex subjects, showig cotrolled use of orgaisatioal patters, coectors ad cohesive devices Ca uderstad the mai ideas of complex text i both cocrete ad abstract topics, icludig techical discussios i his/her field of specialisatio. Ca iteract with a degree of fluecy ad spotaeity that makes regular iteractio with ative speaker quite possible without strai for either party. Ca produce clear, detailed text o a wide rage of subjects ad explai a viewpoit o a topical issue givig the advatages ad disadvatages of various poits Ca uderstad the mai poits of clear stadard iput o familiar matters regularly ecoutered i work, school, leisure, etc. Ca deal with most situatios likely to arise whe travellig i a area where the laguage is spoke. Ca produce simple coected text o topics that are familiar or of persoal iterest. Ca describe experieces ad evets, dreams, hopes, ad ambitios ad briefly give reasos ad explaatios for opiios ad plas Ca uderstad seteces ad frequetly used expressios related to the area of most immediate relevace (eg very basic persoal ad family iformatio, shoppig, local geography, employmet, etc). Ca commuicate i simple ad routie tasks requirig a simple ad direct exchage of iformatio o familiar ad routie matters. Ca describe i simple terms aspects of his/her backgroud, immediate eviromet ad matters i the area of immediate eed Ca uderstad ad use familiar everyday expressios ad very basic phrases aimed at the satisfactio of eeds of a cocrete type. Ca itroduce himself/herself ad others, ad ca ask ad aswer questios about persoal details such as where he/she lives, people he/she kows ad thigs he/she has. Ca iteract i a simple way provided the other perso talks slowly ad clearly, ad is prepared to help N/A High Itermediate Itermediate Low Itermediate Basic itermediate levels are equivalet to the A1, A2, B1 ad B2 levels of the Commo Europea Framework, respectively [17]. RESEARCH PURPOSES AND QUESTIONS The purposes of this study were costructig a olie iteractive learig system, ivestigatig how Web-based iteractive learig systems affect 8 th graders learig achievemets ad attitudes, ad providig suggestios for 8 th grade Eglish teachers. Two research questios were raised based o the followig research purposes: Do olie iteractive learig systems ehace 8 th grade studets listeig proficiecy? Do olie iteractive learig systems ehace 8 th grade studets readig proficiecy? Two ull hypotheses were proposed based o the above research questios, as follows: 1. Olie iteractive learig systems have o statistically sigificat effect o juior high school studets listeig abilities; 2. Olie iteractive learig systems have o statistically sigificat effect o juior high school studets readig abilities. RESEARCH DESIGN AND PROCEDURE The study had a quasi-experimetal research desig. The participats were th grade studets (totallig six classes) at Mailiao Seior High School of Yuli Couty i Taiwa. The researchers selected two high academic proficiecy classes, two middle academic proficiecy classes ad two low academic proficiecy classes from the whole 8 th- grade level of studets. The researchers divided these six classes ito the experimetal ad cotrol groups. The whole research procedure took about three moths. The treatmet was via olie iteractive learig systems. The olie iteractive learig systems i this study refer to Web sites offered by the istructors that studets could access o their ow whether i class or at home. Thus, they could be visited i the multimedia laboratory of Mia-Liao Seior High School. The experimetal group received istructio that combied both traditioal istructio via olie iteractive learig systems. The cotrol group received traditioal Eglish istructio oly. The istructio period for each class for both groups was the same. All participats were give a pre-test before the treatmet ad a post-test after treatmet. The tests had already bee piloted ad the reliability for each test was.931 for the basic listeig ad.783 for the basic readig. 55

4 The two teachers (oe for the experimetal group ad the other for the cotrol group) who participated i the study had two to three years of teachig experiece each ad were professioally similar. Tables 2 ad 3, as well as Figure 1, represet the research desig, which is as follows: Studets basic abilities: studets basic abilities icluded oe ad a half years of Eglish at the basic level ad oe ad a half years studyig computer operatig skills; Teachers professioal abilities: the two Eglish teachers had a teachig certificate ad both majored i Eglish at a uiversity; they also had at least two to three years of teachig experiece each; Teachig materials: besides the ormal Eglish teachig materials, the Eglish teachers adapted useful materials available o the Web from refs [18] ad [19]. Table 2: The distributio of proficiecies betwee the experimetal ad cotrol groups. Level Experimetal Cotrol High level (two classes) H1 H2 Middle level (two classes) M1 M2 Low level (two classes) L1 L2 Table 3: The research desig model. Pre-Test Treatmet Post-Test Experimet Y1 P Y2 Cotrol Y3 T Y4 Notes: Y1 ad Y3 idicate pre-tests; Y2 ad Y4 idicate posttests; P refers to experimetal treatmet (adoptig iteractive system istructio); ad T refers cotrol treatmet (traditioal istructio oly). RESULTS Two betwee-subject oe-way uivariate aalyses of covariace (ANCOVA) at the.5 sigificace level were admiistered to evaluate the effect of the treatmet o the studets readig ad listeig achievemets. I the aalyses, the studets scores i the post-tests (listeig ad readig tests) were the depedet variables for the two ANCOVA tests. I both ANOCOVA tests, the studets scores o the pre-tests were used as the covariate to reduce the error variace ad biased estimatios caused by differet possible subjects Eglish proficiecy levels betwee the cotrol ad treatmet groups, which could ot be reduced usig the experimetal cotrols. LISTENING TEST As i most educatioal research, this had a quasi-experimetal desig. Although the ANCOVA test was robust as to the assumptio violatio, it was importat to test the three importat assumptios for the ANOCOVA due to the uequal sample size of the cotrol group ad experimetal group i this study. The Q-Q plot, Levee s Test of Equality of Error Variaces ad the GLM procedure were performed to test the ormal distributio, homogeeity of variace ad homogeeity of the covariate regressio coefficiets assumptios, respectively. From the test results listed i Tables 4 ad 5, it ca be cocluded that all three assumptios are teable. The data was ready for the ANCOVA procedure. Figure 2 shows the test of the ormal distributio assumptios. Table 4: The meas ad stadard deviatios of the subjects pre-test results. Pre-test Mea SD Cotrol Experimetal Table 5: The meas ad stadard deviatios of the subjects post-test results. Mea SD Cotrol Experimetal Table 6: Estimates of the margial meas. Mea SE Cotrol Experimetal Covariates appearig i this model were evaluated at the value for the pre-test equallig Figure 1: The list of variables. 56

5 14 1 cocluded that all three assumptios are teable (see Figure 3, ad Tables 1 ad 11). Table 1 tests the ull hypothesis that the error variace of the depedet variables is equal across groups. The results of the ANCOVA showed that there were o statistically sigificat differeces i studets readig performace for the differet treatmet groups after the adjustmet of the covariate with F (1, 165) = 3.172, p<.5. Expected Normal Value Observed Value Figure 2: The test of the ormal distributio assumptios. The results of the ANCOVA test showed that there were statistically sigificat differeces i the studets performace i the listeig post-tests betwee the cotrol ad experimetal groups after adjustig for the covariate with F (1, 145) = 5.11, p<.5 with the observed power of. ad the.33 partial eta squared. With the estimated margial meas of.24 ad 75.27, respectively, oe ca coclude that subjects i the experimetal groups performed sigificatly better o the listeig post-test tha those i the cotrol group. READING TEST The meas ad stadard deviatios of the two groups pre-test ad post-test results are show i Tables 7 ad 8, while the estimates of the margial meas are listed i Table 9. Table 7: The meas ad stadard deviatios of the subjects pre-test results. Pre-test M SD Cotrol Experimetal Table 8: The meas ad stadard deviatios of the subjects post-test results. M SD Cotrol Experimetal Table 9: Estimates of the margial meas. N M SE Cotrol Experimetal Covariates appearig i this model are evaluated at the followig values: pre-test = For the readig test, the results of the Q-Q plot, Levee s Test of Equality of Error Variaces, ad the GLM procedure showed o violatio of the ormal distributio, homogeeity of variace, or homogeeity of the covariate regressio coefficiets assumptios. From the test results, it ca be Expected Normal Value 4 Observed Value 4 Figure 3: The test of the ormal distributio assumptios. Table 1: The test of the homogeeity of the variace assumptios. F df1 df2 Sig Table 11: The test of the homogeeity of the covariate regressio coefficiets. Source of Variatio SS Df MS F Pre-test * * Pre-test Withi Cell Total *p<.5 DISCUSSION This study was a quasi-experimetal study to ivestigate the facilitatig effects of olie iteractive learig systems o studets performace i Eglish listeig ad readig while usig subjects Eglish proficiecy levels as covariates. Two ANCOVA tests were performed to test the research hypotheses. The ANCOVA test failed to reject the ull hypothesis i the readig tests it seems that the treatmet could ot elicit subjects performace differeces i their readig comprehesio. The ANCOVA results showed that the studets receivig the treatmet performed better tha those who did ot receive the treatmet i terms of their performace i listeig with a.33 partial eta squared the differet teachig methods after adjustmet of subjects Eglish proficiecy level accouted for about 3.3% variace i their performace i the listeig comprehesio with. power. However, from the ANCOVA listeig tests, it ca be see that the observed power for the test o the subjects

6 performace was oly., which did ot reach the expected observed power. As i much other research, this study provided evidece that Web-based iteractive learig systems ca effectively ehace studets Eglish listeig skills, eve though the low observed power reduced the geeralisability of the study. O the other had, differet from may other studies, this research failed to offer the evidece that Web-based iteractive learig systems ca ehace studets Eglish readig abilities. From this study s results, it seems that the treatmet could help studets with their Eglish listeig but it could ot brig about differet studets achievemets from traditioal teachig methods. After estimatig the value of the iteractive learig system, the olie courses should also be evaluated, ad it is importat to look at how the laguage course is beig taught. As a olie course desiger, oe must cosider e-course objectives, the e-cotet, e-policies ad e-procedures. Firstly, the e-programmes eed to assess the eeds of the learers ad to cosider the ecessary coditios eeded to satisfy them. The course desiger should ask: Does the curriculum meet the learers eeds? Ca it help promote laguage learig efficiecy? Secodly, materials should be iterestig, authetic ad offer cotet that is relevat to all participats. Without immediate access to a teacher s book or studet workbook, it is importat that studets ca dowload materials for practice. Thirdly, the e-teacher should cosider the teachig procedures ad how to preset the teachig cotet. Fourthly, it should be esured that e-assessmet ca exactly estimate the learig efficiecy. Fially, the practitioer eeds to maitai ad update the iformatio of the iteractive system [6]. Apart from the cosideratios listed above, teachers must take ito cosideratio may differet factors, icludig issues such as the motivatio of the learers, cultural backgrouds, laguage backgrouds ad differet methodologies that ca ad caot be used electroically. LIMITATIONS AND SUGGESTIONS This research preseted i this article has several limitatios. First, although the two teachers professios were similar, the studet achievemet scores for the post-test might have bee affected due to differeces i the teachers professios. This research might have bee improved if the six classes had bee taught by the same teacher or at least if the two differet teachers had fully commuicated with each other i advace. Secod, the umber of studets i the listeig ad readig sessios should be exactly the same because studets should take both the readig ad listeig parts at the same time, both for the pre-test ad post-test. I other words, every test that studets took icluded both readig ad listeig sectios. I this study, the umber of studets for readig ad listeig sessios were differet due to some missig data. The study would have bee better if the researchers had paid more attetio to data collectio procedures. REFERENCES 1. Hsia, C. ad Chuag, Y. S., Effective EFL teachers i the ew milleium. Proc. 3 rd Cof. o Iteractive Eglish Teachig at Chi Mi Istitute of Techology. Toufe, Taiwa, (3). 2. Hsia, C. ad Hattersley, L., Applicatio of computers ad itegrated EFL istructio. Proc. 4 th Cof. o Iteractive Eglish Teachig at Chi Mi Istitute of Techology. Toufe, Taiwa, (4). 3. Chag, M.M., A Study of EFL Studets Learig Styles, Motivatioal Orietatio ad Metacogitive Strategies i a Iteractive Web-Based Eviromet. Research Report for the Natioal Sciece Coucil (NSC), Project No. NSC H--1, Taipei: NSC (3). 4. Shih, Y., How to stimulate ad sustai motivatio i learig Eglish. Studies i Eglish & Liguistics, (1982). 5. Richardso, J. ad Swa, K., A examiatio of social presece i olie learig: studets perceived learig ad satisfactio. J. of Asychroous Learig Networks, 7, 1 (3). 6. Caig-Wilso, C., E-Learig, E-Teachig, E-Assessmet: Aspects of Course Desig for O-Lie Web Based Courses Used with EFL/ESL Learers (ERIC Microfiche: ED449788) (), true&db=eric&a=ed449788&lag=zh-tw 7. Da, J., The use of olie courseware i foreig coutry istructio ad its implicatio for classroom pedagogy. Proc. 8 th Aual Mid-South Istructioal Techology Cof., Murfreesboro, USA (3), 8. Vygotsky, L.S., Mid i Society. Cambridge: Harvard Uiversity Press (1978). 9. Chuag, Y.S., Creatig olie multimedia courseware efficietly ad iterestigly. Proc. 4 th Cof. o Iteractive Eglish Teachig at Chi Mi Istitute of Techology. Toufe, Taiwa, (4). 1. Chuag, Y.S., A log jourey of clouds ad moolight. Multimedia Laguage Educ., 1, 1 (1998). 11. Dewey, J., Experiece ad Educatio. New York: Collier Books (1963). 12. Leot ev, A.N., Activity, Cosciousess, ad Persoality (tras. M.J. Hall). Eglewood Cliffs: Pretice Hall (1978). 13. Felix, U., Web-Based Laguage Learig: a Widow to the Authetic World. I: Debski, R. ad Levy, M. (Eds), WORLDCALL: Global Perspectives o Computer- Assisted Laguage Learig. Lisse: Swets & Zeitliger, (1999). 14. Felix, U., A Orchestrated Visio of Laguage Learig Olie. I: Felix, U. (Ed.), Laguage Learig Olie: towards Best Practice. Lisse: Swets & Zeitliger, 8-18 (3). 15. Doiro, J.A., E-educatio: a 1 cyber-space odyssey? CDTL Brief, 4, 1 (1). 16. Felix, U., Pedagogy o the Lie: Idetifyig ad Closig the Missig Liks. I: Felix, U. (Ed.), Laguage Learig Olie: towards Best Practice. Lisse: Swets & Zeitliger, (3). 17. Republic of Chia Multimedia Eglish Laguage Istructio Associatio (ROCMELIA), Natioal Eglish Test i Proficiecy for All o the Web (NETPAW), Live ABC, 58