| Acknowledgements | 第1-4页 |
| Abstract | 第4-5页 |
| Contents | 第5-7页 |
| Chapter Ⅰ Introduction | 第7-12页 |
| ·The Current English Language Instruction in China | 第7-8页 |
| ·The Newly Launched College English Teaching Reform | 第8-9页 |
| ·The Orientation of the Thesis | 第9-10页 |
| ·The Overview of the Thesis | 第10-12页 |
| Chapter Ⅱ Literature Review | 第12-31页 |
| ·An overview of CALL | 第12-17页 |
| ·What is CALL? | 第12页 |
| ·A Brief History of CALL | 第12-16页 |
| ·Behaviouristic CALL | 第14页 |
| ·Communicative CALL | 第14-15页 |
| ·Integrative CALL | 第15-16页 |
| ·Previous Researches on CALL | 第16-17页 |
| ·Second Language Acquisition theories | 第17-23页 |
| ·Input Hypothesis | 第17-18页 |
| ·Interactionist Theories | 第18-20页 |
| ·Output Hypothesis | 第20-21页 |
| ·Conscious Raising or Noticing Hypothesis | 第21-22页 |
| ·Cognitive Accounts of Second Language Acquisition | 第22-23页 |
| ·Interaction | 第23-29页 |
| ·Definition of Interaction and Interactivity | 第24-26页 |
| ·Types of Interaction | 第26-29页 |
| ·Learner-Content Interaction | 第26-27页 |
| ·Learner-Instructor Interaction | 第27-28页 |
| ·Learner-Learner Interaction | 第28页 |
| ·Learner-Interface Interaction | 第28-29页 |
| ·Interface Design | 第29-31页 |
| Chapter Ⅲ Research Method | 第31-40页 |
| ·Procedure | 第31页 |
| ·Material | 第31页 |
| ·Questionnaire Design | 第31-32页 |
| ·Participants | 第32页 |
| ·'Judgmental' Evaluation | 第32-40页 |
| ·Making Key Linguistic Characteristics Salient | 第33-34页 |
| ·Offering Modifications of Linguistic Input | 第34-35页 |
| ·Providing Opportunities for Learners to Notice Their Errors | 第35-37页 |
| ·Providing Opportunities for Learners to Correct Their Linguistic Output | 第37页 |
| ·Providing Opportunities for "Comprehensible Output" | 第37-40页 |
| Chapter Ⅳ Data Analysis and Discussion | 第40-53页 |
| ·Are College Students Interested in CALL Enough to Seek its Benefits? | 第40-42页 |
| ·CALL Outweighs Conventional Classroom Teaching in Promoting Learning Interaction ? | 第42-44页 |
| ·The Role of CALL: Replacing or Complementing Classroom Teaching? | 第44-46页 |
| ·Students' Preferences of Traditional Classroom Teaching Mode or CALL Self-Access Mode with Respect to Activities | 第46-48页 |
| ·NCE Online Courseware | 第48-51页 |
| ·Interface Satisfaction and User-Friendliness | 第51-53页 |
| Chapter Ⅴ Conclusion and Further Research | 第53-58页 |
| ·Conclusion | 第53-55页 |
| ·University students in China are interested in and ready to learn through CALL | 第53页 |
| ·The Computer performs better than the traditional textbook in terms of interaction with the target language | 第53-54页 |
| ·Students can learn more in CALL environment with the instruction and supervision of teachers | 第54页 |
| ·Students favor the traditional classroom teaching mode rather than the CALL self-access mode in language tasks requiring high communicative competence | 第54-55页 |
| ·New College English Online Courseware is well designed and favored by the great majority of the students, both pedagogically and technologically | 第55页 |
| ·Suggestions for further improvement in NCE Online Courseware | 第55-56页 |
| ·Suggestions for Further Research | 第56-57页 |
| ·Limitations of the Present Study | 第57-58页 |
| Bibliography | 第58-66页 |
| Appendix Ⅰ Questionnaire | 第66-68页 |
| Appendix Ⅱ Structure of NCE Online Courseware | 第68-69页 |
| Appendix Ⅲ Functions of NCE Online Courseware | 第69页 |
