Factors Influencing Computer-assisted Language Learning in Taiwan: A Case Study Emmie Li National Tsing Hua University De Lin Institute of Technology

Review of Previous Research Learning Strategies The frequency of use of language learning strategies directly related to language performance (Oxford and Burry 1993). There is no single strategy pattern used by effective language learners. Most of the learners apply an array of strategies, matching those strategies to their own learning style and personality and to the demands of the task.

Review of Previous Research Motivation Instrumental motivation: the desire to learn the L2 as a tool for a career in the future; Integrative motivation: the interest in the L2 community (Gardner and Lambert 1972). Motivation in three levels: (1) global motivation; (2) task motivation; (3) situational motivations (Brown 1994).

Review of Previous Research Computer as a Tool in Language Learning The use of computers in language learning could help to individualize instruction and make it interactive, giving immediate, consistent and non-judgemental feedback (Relan, 1992). The achievement of learning language with a computer is directly related to individual computer literacy which includes individual cognition, psychomotor, and affection of computers (Anderson, Klassen, and Johnson 1982)

What was the dominant factor that influences computer-assisted language learning? How does the motivation correlated with use of language learning strategies? How does the motivation correlated with attitude towards CALL? Case Study

Instrumental motivation (in relation to computer attitude) is a dominant factor. Learning strategies with positive attitude toward computer-assisted language learning program are also important in motivating L2 learning regularly. Results and Discussion