Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

Ya-Huei Wang,Hung-Chang Liao

doi:10.3390/sym9080141

Abstract

This study attempted to test whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students), an innovative collaborative learning group (ICLG, 31 students), a CALL traditional collaborative learning group (CALLTCLG, 32 students), and a CALL innovative collaborative learning group (CALLICLG, 31 students). TOEIC (Test of English for International Communication) listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA), multivariate analysis of variance (MANOVA), and analysis of variance (ANOVA) were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

Highlights

Classes in Taiwan usually consist of the teacher lecturing while the students sit still, listening attentively and taking notes
The study investigated whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than traditional collaborative learning
Five students in CALL ICLG reflected that, as compared with traditional collaborative learning, they enjoyed staying in the innovative collaborative learning group because they could contribute something to the group

Summary

Introduction

Classes in Taiwan usually consist of the teacher lecturing while the students sit still, listening attentively and taking notes. The students do not dare to ask questions or speak up in class, rarely interacting with their teachers or classmates. They willingly fall into rote, reticent, and passive learning [1,2]. The passive learning style is quite a contrast to active engagement in class, which is promoted in college education [3,4]. College education creates a more learner-centered environment, in which only a small amount of lecturing information is presented in each class period, accompanied by active learning exercises that enable students to learn individually, independently, and critically [5]. With the Symmetry 2017, 9, 141; doi:10.3390/sym9080141 www.mdpi.com/journal/symmetry

Methods

Results

Discussion

Conclusion