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Using Website Analysis as a Tool for Computer Assisted Language Learning in a Foreign Language Classroom
Abstract
This research explored how website analysis and design pedagogy could help support analytical thinking and English language production in an EFL context. In this study, 28 EFL-based computer science students took part in a website analysis experiment. The study investigated if students could analyze English websites and comprehend and produce responses in English for eight open-ended questions, divided into two sets of design and inference-based queries. Additionally, students answered a questionnaire on their own awareness about the use of metacognitive reading strategies, during website analysis and questionnaire responses. Results have demonstrated reasonable ability for students to answer most design and inference set queries. Questions on design, organization, audience analysis, and importance of the website were answered with better efficiency, when compared to few others. However, accuracy scores in neither set showed any significant practice effect, and rather performance dropped over the weeks. Further, self-reports indicated use of metacognitive reading strategies and significant correlations with accuracy scores during website analysis.
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