Computer-Assisted Instruction and Language Learning: Evidence from Mavis Computel’s English–Yoruba Talking Books

Abstract

This article examines the effectiveness of computer-assisted language instruction using Mavis Computel’s English–Yoruba talking books and pen. Using a developmental design, 21 children, aged 10, from highly educated Yoruba families were divided into an experimental and a control group. The groups were subjected to a study session in the same venue and at the same time but in different classes for three academic terms. Both groups wrote the Yoruba paper in the compulsory National Primary School Leaving Examination written along with other students. Though the experimental group did well in the examination, the control group performed much better. The contents of the books are structured according to the NERDC curriculum. This methodological approach the talking books adopt to the teaching of Yoruba enables the users to teach themselves through imitation, repetition, and audio-visual content. This article encourages government collaboration in the further development of the talking books.