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s and Discussion

Based on the research method applied in this chapter, first of all, the authorcollected the data. Then, the author analyzed the results of tests. What's more, in orderto analyze the data, SPSS software was used.

4.1 Analysis and discussion of the questionnaire

In September, before the experiment, The pre-questionnaire was conducted inboth the experimental class and the control class. Four months later, the samequestionnaire was administered to the two same classes in order to see if there werechanges in the students’ attitude and interests in learning English reading. The dataacquired from the questionnaires of the experimental class were listed in Table 4.1and Table 4.2.There were totally 80 students included in the experiment. 80 copies ofquestionnaires were respectively distributed to the students to fill in. Luckily, I got 80replies.CALL had some effects on students’ attitude and interests towards Englishreading learning. It could be seen in table 4.1. Statements 1 to 15 were designed to seewhether students had an obvious change in their attitudes and interests towards theapplication of CALL in English reading or not. According to table 4.1, it could beseen that the experimental class obviously witnessed a change. That is to say, the datawas added 18%, 18%, 20% together in table 4.1. We saw that at the beginning, 56%of the students didn’t feel that the English class was dull and 70% which was added20%, 30%, 20% together, of them looked forward to seeing their English teachersagain. 56% which was added 13%, 20%, 23% together, of them thought the contentsof reading materials were interesting and useful. The result of the post-questionnaire,however, was much more different from that of the pre-questionnaire. According tothe post-questionnaire, 83% (adding 30%, 33%, 20% together) of the students didn’tfeel the English class was dull. 81% (adding the data of 25%, 33%, 23% together) ofthem looked forward to seeing their English teachers more. What’s more, after theexperiment, 76% (adding 25%, 28%, 23% together) of them thought that the contentsof the materials were more interesting and useful than that in the past. Therefore, allof the data indicated that their interests had been greatly inspired with the applicationof CALL approach in ELT. In EC class, students felt more relaxed and were willing tohave English class more. At the same time, students who failed to share CALLapproach did not improve their attitudes and interests. Therefore, CALL approach hadmany effects on students’ attitudes and interests towards English reading learning.

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Conclusion

By combining qualitative analysis and quantitative analysis, some results andfindings are concluded. In this chapter, several aspects, namely major findings,implications, limitations and suggestions for further study are described in detail.In order to answer the two research questions, the researcher collects relevantdata by pre-questionnaire, pre-test, post-questionnaire, post-test and interview. Withthe help of SPSS 19.0, these data are analyzed in a scientific way. By analyzing thecollected data during the research, the following findings are concluded.The results of the questionnaires and interviews show that the students havepositive attitude and great interest towards the computer. The application of CALL toreading stimulates students’ interests and enthusiasm in