| CONTENTS | 第1-7页 |
| ABSTRACT IN ENGLISH | 第7-9页 |
| ABSTRACT IN CHINESE | 第9-10页 |
| LIST OF TABLES | 第10-11页 |
| LIST OF FIGURES | 第11-12页 |
| CHAPTER ONE INTRODUCTION | 第12-16页 |
| CHAPTER TWO SLA THEORIES GUIDING CALL DESIGN | 第16-25页 |
| ·RELEVANT SLA THEORIES TO CALL | 第16-17页 |
| ·INTERACTIONIST MODEL OF SLA | 第17-18页 |
| ·HYPOTHESES RELEVANT TO DEVELOPING MULTIMEDIA CALL | 第18-25页 |
| ·The linguistic characteristics of target language input need to be made salient. | 第19页 |
| ·Learners should receive help in comprehending semantic and syntactic aspects of linguistic input. | 第19-20页 |
| ·Learners need to have opportunities to produce target language output | 第20页 |
| ·Learners need to notice errors in their own output | 第20-21页 |
| ·Learners need to correct their linguistic output | 第21页 |
| ·Learners need to engage in target language interaction the structure of which can be modified for negotiation of meaning | 第21-22页 |
| ·Learners should engage in L2 tasks designed to maximize opportunities for good interaction | 第22-25页 |
| CHAPTER THREE CALL MODELS REFLECTING DIFFERENT PEDAGOGICAL STAGES | 第25-29页 |
| ·BEHAVIORISTIC CALL | 第25页 |
| ·COMMUNICATIVE CALL | 第25-27页 |
| ·INTEGRATIVE CALL | 第27-29页 |
| CHAPTER FOUR REVIEW OF PREVIOUS STUDIES | 第29-35页 |
| ·EARLY ESL/EFL WRITING RESEARCH | 第29-30页 |
| ·REVIEW OF COMPUTER-ASSISTED WRITING RESEARCH | 第30-32页 |
| ·RESEARCH GAPS AND RESEARCH QUESTIONS | 第32-35页 |
| CHAPTER FIVE METHODOLOGY | 第35-42页 |
| ·WHY THE CASE -STUDY RESEARCH APPROACH | 第35-37页 |
| ·SELECTION OF PARTICIPANTS FOR THE STUDY | 第37-38页 |
| ·Description of the Participants | 第37页 |
| ·Why This Group of Students? | 第37-38页 |
| ·PROCEDURE OF THE STUDY AND DATA COLLECTION | 第38-42页 |
| ·The Course Design and Classroom Setting | 第38-39页 |
| ·Safeguards for the Research Design | 第39-42页 |
| CHAPTER SIX RESULTS AND DISCUSSION | 第42-53页 |
| ·RESULTS FROM STUDENT QUESTIONNAIRE | 第42-45页 |
| ·Perceptions Concerning the Positive Effect on Learning | 第44-45页 |
| ·Perceptions Concerning the Effect on Learner Confidence and Technical Skills | 第45页 |
| ·RESULTS FROM STUDENT INTERVIEWS | 第45-47页 |
| ·RESULTS FROM THE CLASSROOM OBSERVATIONS | 第47-49页 |
| ·A Back-up Plan Is necessary | 第47页 |
| ·Allowing Participants Sufficient Time | 第47-48页 |
| ·Providing a Means for Participants to Get to Know Each Other | 第48页 |
| ·Challenging Task for the Teacher | 第48页 |
| ·Vulnerability of the System | 第48-49页 |
| ·DISCUSSION | 第49-51页 |
| ·LIMITATIONS | 第51-53页 |
| CHAPTER SEVEN PEDAGOGICAL IMPLICATIONS | 第53-65页 |
| ·PEDAGOGICAL BENEFITS OF NET-WORK BASED WRITING INSTRUCTION ON LEARNING | 第53-57页 |
| ·Authentic Written Interaction with a Variety of Real Audiences | 第53-54页 |
| ·Authentic Tasks For More Language Exposure and Language Output | 第54-55页 |
| ·Increased Opportunities for Formulating Ideas and Thoughts | 第55页 |
| ·Increased Motivation to Engage in Learning | 第55-56页 |
| ·Learner Control and an Ideal -anxiety Atmosphere | 第56-57页 |
| ·THE IMPACTS OF COMPUTER TECHNOLOGY ON TEACHING | 第57-62页 |
| ·The Change of Teacher's Role | 第57-58页 |
| ·Pedagogical Challenges Thus Caused | 第58-59页 |
| ·Rapport of Teacher and Students | 第59-61页 |
| ·Implications for Classroom Practice | 第61-62页 |
| ·LIMITATIONS OF NETWORK-BASED EFL WRITING INSTRUCTION | 第62-65页 |
| ·Exposure to Poorly Written English | 第63页 |
| ·Technical Problems | 第63-64页 |
| ·Opportunities for Plagiarism | 第64页 |
| ·Uncertainty of Results | 第64-65页 |
| CHAPTER EIGHT CONCLUSION AND RECOMMENDATIONS | 第65-67页 |
| ·SUMMARY OF THE STUDY | 第65页 |
| ·LIMITATIONS AND RECOMMENDATIONS | 第65-67页 |
| APPENDIX Ⅰ THE QUESTIONNAIRE AND RESPONSES | 第67-69页 |
| APPENDIXⅡ SPECIFIC WRITING ASSIGNMENTS DURING THE COURSE | 第69-70页 |
| APPENDIX Ⅲ QUESTIONS FOR THE INTERVIEW | 第70-71页 |
| BIBLIOGRAPHY | 第71-77页 |
| ACKNOWLEDGEMENTS | 第77-78页 |
| 攻读硕士学位期间发表的学术论文 | 第78-79页 |
