| ACKNOWLEDGEMENTS | 第1-5页 |
| 摘要 | 第5-7页 |
| ABSTRACT | 第7-16页 |
| Chapter One INTRODUCTION | 第16-22页 |
| ·Research Background | 第16-17页 |
| ·Significance of the Study | 第17-19页 |
| ·Outline of the Thesis | 第19-22页 |
| Chapter Two LITERATURE REVIEW | 第22-52页 |
| ·Theoretical Framework | 第22-26页 |
| ·Social Cognitive Theory | 第22-24页 |
| ·Technology Acceptance Model | 第24-26页 |
| ·Computer Assisted Language Learning | 第26-32页 |
| ·Definition of CALL | 第26-27页 |
| ·Development of CALL | 第27-30页 |
| ·Computers and CALL environment | 第30-32页 |
| ·Learner Factors in Computer Assisted Language Learning | 第32-36页 |
| ·Computer anxiety | 第32-33页 |
| ·Computer self-efficacy | 第33-34页 |
| ·Perceived usefulness | 第34-36页 |
| ·Individual Differences in Computer Assisted Language Learning | 第36-42页 |
| ·Gender differences on computer anxiety | 第36-38页 |
| ·Gender differences on computer self-efficacy | 第38-40页 |
| ·Major differences on computer anxiety and computer self-efficacy | 第40-42页 |
| ·Previous Studies on the Relationships of Learner Factors | 第42-52页 |
| ·Computer anxiety and perceived usefulness | 第42-43页 |
| ·Computer anxiety and computer self-efficacy | 第43-44页 |
| ·Computer self-efficacy and perceived usefulness | 第44-45页 |
| ·Testing method for mediating effects | 第45-47页 |
| ·Impacts of perceived usefulness on CALL learners’ performance | 第47-49页 |
| ·Summary | 第49-52页 |
| Chapter Three RESEARCH METHODOLOGY | 第52-62页 |
| ·Research Questions | 第52页 |
| ·Subjects | 第52-53页 |
| ·Procedure | 第53页 |
| ·Instruments | 第53-58页 |
| ·Computer anxiety scale | 第54页 |
| ·Computer self-efficacy scale | 第54-55页 |
| ·Scale for perceived usefulness | 第55-56页 |
| ·Reliability of the scales | 第56页 |
| ·Validity of the scales | 第56-58页 |
| ·Data Collection | 第58-59页 |
| ·Data Analysis | 第59-62页 |
| Chapter Four RESULTS AND DISCUSSIONS | 第62-84页 |
| ·Individual Differences on Computer Anxiety and Computer Self-efficacy | 第62-70页 |
| ·Results of gender difference | 第62-63页 |
| ·Discussions of gender difference | 第63-66页 |
| ·Results of major difference | 第66-67页 |
| ·Discussions of major difference | 第67-70页 |
| ·Mediating Effects of Computer Self-efficacy Between Computer Anxiety andPerceived Usefulness | 第70-75页 |
| ·Results | 第70-72页 |
| ·Discussions | 第72-75页 |
| ·The relation between perceived usefulness and Learner performance | 第75-81页 |
| ·Results | 第75-76页 |
| ·Discussions | 第76-81页 |
| ·Summary | 第81-84页 |
| Chapter Five CONCLUSION | 第84-92页 |
| ·Major Findings of the Study | 第84-86页 |
| ·Implications of the Study | 第86-88页 |
| ·Theoretical implications | 第86-87页 |
| ·Pedagogical implications | 第87-88页 |
| ·Limitations and Recommendations for Future Research | 第88-92页 |
| REFERENCES | 第92-102页 |
| Appendix | 第102-106页 |
| 附录： 作者在攻读硕士学位期间发表的论文 | 第106页 |
