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strong>5.1 Analysis of the Questionnaire Results
In the questionnaire, 14 questions, of which three may have more than one choice, aredesigned to discover the effects of Class Access to ICTs to rural junior high school studentsEnglish learning. As Table 5.1 shows, results of Q1，Q2, Q3, Q4, Q7, Q8, Q9, Q10, Q11, Q13and Q14 are presented. Participants are asked to present their attitudes by selecting one of thefive choices given on a scale of strongly positive to strongly negative. The percentages ( thesum of all the recycled questionnaires of the participants divided by the number of subjects ofeach item) of Q1, Q2, Q3, Q4, Q7, Q8, Q9, Q10, Q11, Q13 and Q14 are shown in thefollowing figures, while Q5, Q6 and Q12 are analyzed based on the percentage of answersgiven by participants.
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Conclusion

This thesis has made the following findings concerning the advantages of Class Accessto ICTs English learning:Firstly, in terms of input, English teaching with Class Access to ICTs can provideadequate amount of input to the students. With the help of various Class Access to ICTsinstruments, information is presented in colorful and vivid ways. The teachers can exploit allresources available to make courseware, discussion, games and other language situations andmethods to inform, inspire and stimulate students to acquire knowledge and the foreignlanguage.Middle English teaching focuses more and more on the training of the practical abilityand study methods of the students. The newly promulgated Middle School EnglishCurriculum Standards for Compulsory Education (2011) for junior high school students by theEducation Ministry required students to cultivate their language knowledge, affective attitudeand learning strategy. To achieve that objective, Class Access to ICTs teaching isadvantageous on account that it is capable of offering authentic materials in the classroom andproviding a more constructive learning environment.
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Reference (omitted)

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