A Three-Step Management Framework for Computer-Assisted English Teaching: Evidence from Program Management, Learning Management and PRACTICAL Integration
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| Title: | A Three-Step Management Framework for Computer-Assisted English Teaching: Evidence from Program Management, Learning Management and PRACTICAL Integration |
|---|---|
| Language: | English |
| Authors: | Sen Mei, Aree Ussavanuphap, Theeraphab Phetmalaikul |
| Source: | African Educational Research Journal. 2026 14(1):167-176. |
| Availability: | Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Assisted Instruction, English (Second Language), Second Language Instruction, Foreign Countries, Program Administration, Undergraduate Students, Majors (Students), Management Systems, College Faculty |
| Geographic Terms: | China |
| ISSN: | 2354-2160 |
| Abstract: | Computer-assisted English teaching (CAET) has been widely adopted in higher education; however, its effectiveness often varies due to fragmented management and inconsistent instructional implementation. Existing studies predominantly focus on technological tools or pedagogical strategies, while insufficient attention has been paid to the underlying management structures that sustain CAET programs. Drawing on program management and educational management perspectives, this study proposes and examines a three-step management framework for CAET, consisting of program management, learning management, and PRACTICAL integration. Using survey data collected from English education major students and teachers at a university in Hubei, China, confirmatory factor analysis (CFA) was employed to validate a fourfactor program management model and a five-factor learning management model. The results indicate that both models demonstrate satisfactory construct validity and model fit, supporting the conceptualization of CAET as a multi-layered management system. Building on these validated structures, the PRACTICAL framework is introduced as an integrative management approach that aligns managerial processes with instructional practices. This study contributes to CAET research by reframing computer-assisted English teaching as a managed educational system rather than a collection of instructional technologies. The findings offer theoretical insights into the hierarchical organization of CAET management and provide practical implications for institutions seeking sustainable and coherent CAET implementation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502528 |
| Database: | ERIC |
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