Abstract

Despite years of formal study, many English-major undergraduates struggle with listening comprehension and speaking fluency, often accompanied by low motivation, weak autonomy, and declining interest. To address these challenges, this study investigated the effects of a Computer- Assisted Language Learning (CALL)-based teaching method on two domains: (1) students’ listening and speaking competence and (2) affective variables including learner autonomy, learning attitude, and interest. Drawing on constructivism, cognitive psychology, and task-based learning, the study employed a quasi-experimental design with 60 second-year English-major students at a Chinese university. Participants were divided into an experimental group (n = 30), which received CALL-based instruction, and a control group (n = 30), which followed traditional instruction. Both groups were taught by the same instructor. Data were collected through pre- and post-tests for listening and speaking, an affective variables questionnaire, and a perception-based survey. Findings revealed that CALL-based instruction significantly improved both listening comprehension and speaking performance. Students in the experimental group also reported more positive attitudes, stronger autonomy, and increased interest compared with the control group. By integrating multimedia input, interactive activities, and immediate feedback, the CALL-based approach created an engaging, student-centred environment that fostered both cognitive and affective growth. This study contributes to CALL scholarship by combining linguistic and affective outcomes within a single framework and offers pedagogical implications for higher education, advocating the adoption of technology-enhanced communicative methods to address persistent challenges in English language learning.