Research into the Effects of an ICALL Program on Teaching Word Classes to Learners of English

Behbood Mohammadzadeh,Rüya Mert Altıncı

doi:10.29333/ejmste/90093

Abstract

This study investigated the effectiveness of an intelligent computer-assisted language learning (ICALL) program on learning word classes to Turkish learners of English. Learning word classes is a common problem for Turkish students, so the main aim of this research is to help students to overcome this problem. Within the scope of this research, an ICALL application with a word class analyzer was developed and used on Foundation English School Students to measure its effects on students’ achievement in the mastery of word classes and also their attitudes toward such an ICALL environment. The study employed a pre-test—post-test control group design. The sample consisted of 38 B1 level students who were divided into experimental and control groups. The t test was used to investigate the differences between the experimental and control groups. Learners’ achievements in the knowledge of word classes were measured. The results showed that the reading activities with this system had positive effects on students’ word classes learning and their attitudes toward the intelligent computer-assisted language learning tool. According to the statistical results obtained from the study, there is a significant difference between the groups in favor of the experimental group.

Highlights

It is a fact that technology is in every part of our lives. 20 years ago, teachers who teach language skills by using computer technology were accepted as innovative, today the ones who don’t adapt the technology to the classroom are considered as out-of-date (Chapelle, 2008)
This study investigated the effectiveness of an intelligent computer-assisted language learning (ICALL) program on learning word classes to Turkish learners of English
The results showed that the reading activities with this system had positive effects on students’ word classes learning and their attitudes toward the intelligent computerassisted language learning tool

Summary

Introduction

It is a fact that technology is in every part of our lives. 20 years ago, teachers who teach language skills by using computer technology were accepted as innovative, today the ones who don’t adapt the technology to the classroom are considered as out-of-date (Chapelle, 2008). There are some terms related to the computer in education; which are CASLA (Computer Applications in Second Language Aquisition) (Chapelle, 2001), CAI (Computer-Assisted Instruction), CAL (Computer-Assisted Learning), CBI (Computer-Based Instruction), CDI (Computer-Directed Instruction), and CMI (Computer-Managed Instruction). CALL stands for “Computer-Assisted Language Learning” which is used to describe the role of computers in terms of language teaching (Hardisty & Windeatt: 1989). It is defined as “the search for and study of applications of the computer in language teaching and learning” by Levy (1997). CALL provides more interactive teaching along with a highly individualized instruction It is a student-centered instruction and even the speed of the lessons can be controlled by the students. To sum up CALL is flexible, patient and sensitive to a learners’ pace, students can set their own speed of work, it gives responses and it can

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