Cognitive Academic Language Learning Approach Research Articles

Effects of Strategy-Based Instruction on Vietnamese EFL College Students’ Reading Comprehension: A Mixed Method Approach

Few studies have been quite successful in examining how Strategy-Based Instruction affects students' reading comprehension. However, these studies have only looked at specific reading strategies, like cognitive or metacognitive strategies, and have not used a reading instructions model to look at all phases of pre-, while-, or post-reading. To evaluate the impact of SBI, particularly the reading framework model Cognitive Academic Language Learning Approach, on EFL college students' reading comprehension, sixty EFL students at Hau Giang Community College participated. A mixed-methods approach with tests and semi-structured interviews was used. The conventional approach was used to teach reading to the Control Group, whereas SBI was used for the Experimental Group. The results show that SBI significantly improved the reading comprehension of EFL students. They also have the drive and self-assurance to develop into proficient readers on their own. Therefore, it is suggested that English reading comprehension be taught more widely using SBI.

Integrating Bloom's Taxonomy and the Cognitive Academic Language Learning Approach in Teaching College English in China

Integrating Bloom's Taxonomy and the Cognitive Academic Language Learning Approach in Teaching College English in China

Enhancement of Academic Reading Comprehension Skills through Cognitive Academic Language Learning Approach (CALLA)

Enhancement of Academic Reading Comprehension Skills through Cognitive Academic Language Learning Approach (CALLA)

Incarcerated Adult Learners’ English Reading for General Information Through the Skimming Strategy and Graphic Organizers

The present action research study aimed to explore how the explicit teaching of the skimming reading strategy using graphic organizers can support six adult learners’ reading for general information in a Chilean EFL incarcerated context and to describe their perceptions of the skimming strategy intervention. Based on an intervention of four sessions utilizing the Cognitive Academic Language Learning Approach (CALLA), the data was collected using pre and post intervention tests and a focus group discussion. The findings revealed that the explicit teaching of skimming strategy and the use of graphic organizers helped incarcerated learners to improve their reading skills to find general information in a text. Moreover, the findings showed positive perceptions from learners towards the teaching of the strategy and the use of graphic organizers.

The Effect of Explicit Strategy Instruction on Students’ Reading Comprehension Performance of Ethiopian Secondary School Students

Despite the importance of strategy instruction in improving learners’ reading ability, several issues remain unresolved in literature. This study investigated the effect of explicit reading strategy instruction on improving grade 11 English as a foreign language (EFL) learners’ reading comprehension performance. Additionally, it attempted to see whether male or female students performed better in reading comprehension after the intervention. The quasi-experimental pre- and post-test research design was employed. Eighty-two grade 11 students from two intact classes of Kokebe Tsibah General Secondary School were randomly assigned as an experimental (EG) and control (CG) groups. While 40 students were assigned to the control, 42 (19 male and 23 female) students were assigned to the EG. The EG received explicit reading strategy instruction embedded into their English reading activities using the Cognitive Academic Language Learning Approach. While classroom observation was carried out for follow-up purposes, the reading comprehension test was used as a main data-gathering tool. The data were analyzed using percentages, means, and t-tests. The independent sample t-test results showed a significant difference in reading comprehension test scores between the CG and EG after the intervention. On the other hand, the independent sample t-test analysis indicated that there were no significant differences between male and female students in their post-test results. Finally, it was concluded that students’ reading comprehension can be improved if they are explicitly taught various reading strategies (RSs). Therefore, it is recommended that EFL teachers in Ethiopian secondary schools could consider incorporating explicit instruction of different RSs during teaching reading.

The Effect of a Cognitive Approach on EFL Students’ Motivation in Terms of Task-Value, Control of Learning Beliefs, and Self-efficacy

This study examined the effect of the Cognitive Academic Language Learning Approach (CALLA) on the improvement of EFL students’ motivation in terms of task value, control of learning beliefs, and self-efficacy. This mixed-methods study consisted of two phases: quantitative and qualitative. In the first phase which was a quasi-experimental design with two groups (experimental and control), all students responded to a motivation questionnaire. Qualitative data were collected using focus group interviews which were done with participants in the experimental group to obtain their perceptions of the effect of the intervention programme on the improvement of the three motivational constructs. While the quantitative data were analysed using descriptive statistics, t-test, Analysis of Variance (ANCOVA), and Multivariate Analysis of Variance (MANOVA), the interviews were transcribed and analysed qualitatively. The study revealed that CALLA was effective in increasing students’ motivation in terms of task value, control of learning beliefs, and self-efficacy. Thus, CALLA can be recommended for L2 students in academic reading courses.

Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students

This experimental research investigates the impact of teaching metacognitive reading strategies on the reading comprehension of engineering students in the English for Science and Technology(EST) context. This research is the first empirical study of its kind in Libyan English as a Foreign Language (EFL/EST) context. The study utilizes the Survey of Reading Strategies (SORS) and a reading comprehension achievement test extracted from ‘Oxford English for Computing’ by Boechner and Brown (instruction manual). The treatment incorporates the explicit teaching of metacognitive strategies to the participants in the experimental group via the Cognitive Academic Language Learning Approach (CALLA) model. Paired-samples t-test results signify a considerable treatment effect among the experimental group. In conclusion, the findings support previous research indicating that explicit instruction effectively improves Libyan EST students’ metacognitive awareness and produces statistically significant gains in reading comprehension.

The Effects of the Cognitive Academic Language Learning Approach (CALLA) on Vocabulary Strategy Use by Moroccan Common Core Graders

Much of the research in the field of English language teaching indicates that not all Strategy-Based Instruction (SBI) studies have achieved successful results. Some SBI programmes have proved their efficiency in some skill areas but not in others, even within the same study (Oxford, 1989). This study explores the effect of vocabulary strategy instruction application with a sample of 40 EFL learners attending a common core class in a Moroccan high school. The student participants were divided into an experimental group, which received vocabulary strategy training, and a control group, which followed the regular English language course. Vocabulary strategy use in both groups was evaluated with the use of the adapted Vocabulary Learning Questionnaire of Gu and Johnson’s (1996, pp. 673-679) (VLQ Version 3), which was distributed before and immediately after the intervention. The results indicated that after the completion of the intervention programme, the experimental group showed significant improvement in self-reported vocabulary strategy use as a whole as well as in all strategy groups. The findings of the current study prove the "teachability" of learning strategies and insist that explicit and integrated strategy training should be implemented in the EFL classroom. From a theoretical point of view, the results of the study may lead to a good understanding of the nature of language acquisition in general, particularly in foreign language learning contexts. Furthermore, the results may be very useful for practitioners who are involved in the areas of syllabus design, curriculum planning, and material development.

An ESP Program Based on Cognitive Academic Language Learning Approach for Enhancing Academic Reading and Technical Writing Skills among Microbiology and Biochemistry Students

This study investigated the effectiveness of using An ESP program based on Cognitive Academic Language Learning Approach (CALLA) in developing academic reading and technical writing among Microbiology and Biochemistry first year students at the Faculty of Science, Obourr Campus, Benha University. The study followed a pre-post experimental one group design. The participants were 37 students. The researcher used a needs analysis questionnaire to determine their academic needs. Moreover, the results of the questionnaire indicted their needs to academic reading and technical writing skills. The researcher designed academic reading test and technical writing test. Students were pre-tested, to identify their entry level of academic reading and technical writing skills .Then; they were trained through the ESP CALLA- based program on how to develop their academic reading and technical writing skills. The post-test was applied to the participants to assess the progress in their level of performance in academic reading and technical writing skills. Findings of the study revealed that there was statistically a significant difference at 0.01 in the pre- and post-assessment of academic reading and technical writing skills in favour of the post-assessment. Therefore, the ESP program that based on CALLA was effective in enhancing academic reading and technical writing skills.

THE INFLUENCE OF CALLA AND MOTIVATION TOWARD WRITING ABILITY OF THE FIRST SEMESTER ACCOUNTING STUDENTS AT POLITEKNIK SEKAYU

Cognitive Academic Language Learning Approach (CALLA) model was used in defining about assumptions, beliefs, and theories about the nature of language and language learning. This study applied experimental research with factorial design. The population of this study was all the students of Accounting program in Politeknik Sekayu. 80 students of Accounting program participated in this study, taken by by using two stage random sampling. Test and a ready-made questionnaire of motivation were applied to obtain the data. The analysis was used t-test and two way ANOVA. Based on the finding of the result score of the motivation questionnaire in experimental group showed that 50% students had high motivation and 50 % students had low motivation. The distribution of CALLA scores were normal, since significant value was higher than 0.05. The data of CALLA and conventional model were homogenous since the result of homogeneity of variance testing indicated that significant value of all the data were higher than the significant of p-value 0.05.The result of analysis test of two ways ANOVA showed that there was a significant interaction effect of CALLA and motivation toward the First Semester of Accounting Program Students’ Hortatory Exposition writing ability at Politeknik Sekayu, since the significant value was 0.006 lower than 0.05. Keywords : CALLA model, mo tivation, writing ability

The Effect of CALLA-Based Learning Strategies on Developing Palestinian Students’ Reading and their Satisfaction towards English

This study aimed at examining the effect of the Cognitive Academic Language Learning Approach (CALLA) on developing Palestinian Students’ Reading skills and their satisfaction towards English. The study adopted a mixed method quasi-experimental design, in which 59 participants from two intact classes from Birzeit University, Palestine were randomly assigned to an experimental or control group. To test hypotheses, five instruments were implemented on different intervals during the 14-week treatment utilizing descriptive and inferential statistics to analyze data quantitatively. Further, The Language Learning Strategies Questionnaire (LLSR) in reading, and interviews were analyzed qualitatively. Main findings revealed that the intervention had a considerable impact on developing students’ overall reading skills. Results also showed that there is a positive correlation between the reading test and the reading component in the international standardized TOEFL ITP/level 2 test. Findings also suggest a strong association between students’ reading performance, language development, and the three thinking levels of reading. Furthermore, substantial gains and statistical differences were revealed when analyzing the interpretive, and critical thinking levels of reading, thus insignificant differences appeared on the literal level of reading which reveals that the relationship between the three thinking levels of reading is non-linear in nature and it overlaps. Qualitatively, findings from the CALLA (LLSR) questionnaire reveal that the integration of the cognitive, metacognitive, and social-affective strategy awareness and strategy use are essential in developing self-regulation in reading. Furthermore, students from all levels affirmed their positive attitudes towards the reading program and its objectives.

CALLA 기반 한국어 발표 수업 사례 연구: 유학생들의 전공 발표를 중심으로

This study is undertaken to design a Korean presentation class for academic purposes based on CALLA (Cognitive Academic Language Learning Approach) and to find its effectiveness. In this study, 10 foreign graduate students participated in the class which teaches presentation strategies for 15 weeks. According to CALLA, some useful presentation strategies were introduced and practiced repeatedly, and the students’ presentations in Korean considering their major were completed gradually. As a result, positive effects from the presentation class on the perspective of language, non-language and data organization could be acquired through repetitive feedback and practice. Thus, the students could use the proper discourse for topics ranging from the introduction and development of the presentation to concluding presentation. The learners have shown a lot of improvements in presentation ability through the CALLA course regardless of language proficiency but the class design used in the study should be conducted in other presentation classes for academic purposes.

Developing Aural and Oral Skills of Beginner Learners of English as a Foreign Language Through Explicit Metacognitive Strategies Training

Learners of foreign languages from different levels of education need to be active agents of their learning process. They need to develop strategic competence to become proficient learners and users of the foreign language. One way to foster this active and strategic role is to instruct learners in the use of Metacognitive Strategies. This work of research studied the effect of Metacognitive Strategies training on students’ aural and oral skills. Forty-two seventh graders from a public institution participated in a six-workshop training cycle on strategies for planning, monitoring and evaluating learning tasks, following the model of the Cognitive Academic Language Learning Approach- CALLA (preparation, presentation, practice, evaluation and expansion). The findings showed that Metacognitive Strategies positively impacted students’ aural and oral skills, favored their vocabulary repertoire, produced a favorable change in their attitudes towards listening and speaking, and raised their feeling of success and self-efficacy. This implies that Metacognitive Strategies should be incorporated into the regular language class to help students become more self-regulated learners.

The effect of combined strategy instruction on reading comprehension

This study investigated the effectiveness of combined strategy instruction on reading comprehension, students’ perceptions of combined strategy training in reading instruction, and teachers’ perceptions about combined reading strategy instruction and their experiences during strategy instruction. Four upper-intermediate classes (two as control groups and two as experimental groups) participated in the study. The experimental group received four-week long combined strategy instruction while the control group followed the current reading syllabus without strategy instruction. During the four-week study, Chamot and O'Malley's (1994) strategy instruction model, Cognitive Academic Language Learning Approach (CALLA), was followed for the most part. Prior to and after the four-week study an International English Language Testing System (IELTS) reading test was given to the students to assess their reading comprehension. Retrospective think-aloud protocols were used after the post-reading test in order to gather evidence on the use of strategies during the post-test. Following the treatment, a questionnaire was administered to the experimental group students in order to explore their perceptions of the strategy instruction program. Finally, the instructors of the experimental classes were interviewed about their experiences during the treatment period. The data analysis showed that the experimental group showed significantly greater improvement on the reading test after the four-week study. Furthermore, the retrospective think-aloud protocols demonstrated that experimental group students employed a broad range of strategies during the post-reading test. The analysis of the questionnaire and interviews revealed that combined strategy instruction had a positive impact on both teachers and students.

EFFECTIVENESS OF COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH MODEL IN CHINESE LANGUAGE LEARNING

Pronunciations of Chinese that are different from Indonesian pronunciation make beginner learners feel difficult and the need for companions in learning Mandarin. Spelling mistakes make meaning mistakes in Chinese. This requires a language learning model. The Cognitive Academic Language Learning Approach(CALLA) model is a language learning model for the development of foreign language skills according to native speakers. So the CALLA model is used for learning Chinese in order to practice self-directed learning and Mandarin phonetics. This study aims to determine the effectiveness of the CALLA model in Chinese learning in 10th grade. The research method used was a quasi-experimental study in 10th grade with data collection in the form of a response questionnaire to assess learning independence and a performance assessment rubric to assess Mandarin phonetics and then analyzed by using the independent sample t-test. The results of t-test are 0.00<0.05 in phonrtic aspect and 0.014<0.05 in self-directed learning. This suggests that the Cognitive Academic Language Learning Approach Model is effectively used ini the 10th grade Mandarin learning in the phonetics and self-directed learning aspect.

Student Awareness of Social Practices by Using Reading Strategies Through Blogs

This paper reports a qualitative action study carried out with learners from English Level 2 from the International Languages Institute at a public university in the city of Duitama, Colombia. This research arose from a problem reported in a diagnostic survey, which showed the development of reading activities to be monotonous, having scarce knowledge, and using limited reading strategies. Video recording extracts, student blogs and an open-ended questionnaire reported that the use of blogs promotes reading as a meaningful activity. Likewise, the use of strategies (making connections, asking questions, predictions, and imagery) empowered the students to interpret their knowledge and their world. In the same way, reading from blogs revealed reflections, experiences, and personal points of view to challenge and make sense of attitudes, situations, and progress in the social practices of individual students. Five workshops were designed and implemented by adopting the Cognitive Academic Language Learning Approach (CALLA) as a model to guide students in constructing their process as conscious readers.

Developing EFL Preparatory School Pupils' Process Writing Through the Cognitive Academic Language Learning Approach (CALLA)

The aim of this study was to develop some writing skills of EFL second year preparatory school pupils through the Cognitive Academic Language Learning Approach (CALLA). The researcher adopted the quasi-experimental design. The participants of the study were 80 pupils who were randomly drawn and divided into two groups: the control group (N = 40) and the experimental group (N = 40) from El-Gemeiza preparatory school for girls, Sharkia Governorate in the school year 2018/ 2019. The experimental group was taught through the Cognitive Academic Language Learning Approach. On the other hand, the control group received regular instruction. The instruments of the study were: a)Writing skills chick list, b)Writing test, c)Rubric for grading the writing test and d) CALLA strategies questionnaire and the strategy was taught for three months. The results indicated that there was a statistical difference between the mean scores of the experimental and that of the control group in the writing skills. It was concluded that the present study provided evidence for the effect of CALLA to develop writing skills. تهدف الدراسة الحالية الى تنمية بعض مهارات کتابة اللغة الانجليزية لدى تلاميذ الصف الثانى الاعدادى باستخدام المدخل المعرفى الاکاديمى لتعليم اللغة. استخدمت الباحثة المنهج شبه التجريبى فى الدراسة. اشتملت عينة الدراسة على 80 طالبة و تم توزيعهم عشوائيا الى مجموعتين, ضابطة و تجريبية بمدرسة الجميزة الاعدادية بنات بمحافظة الشرقية للعام الدراسى 2018-2019 .استخدمت الباحثة المدخل المعرفى الاکاديمى لتعيلم اللغة مع المجموعة التجريبية بينما اتبعت الطريقة التقليدية مع المجموعة الضابطة. اشتملت ادوات الدراسة على 1) قائمة بمهارات الکتابة, 2) اختبار مهارات الکتابة, 3) مقياس تصحيح اختبار مهارات الکتابة,4) قائمة باستراتيجيات المدخل المعرفى الاکاديمى لتعيلم اللغة .اوضحت النتائج انه يوجد فرق دال احصائيا بين متوسط درجات المجموعتين التجريبية والضابطة لصالح المجموعة التجريبية وانه يوجد اثر للمدخل المعرفى الاکاديمى لتعلم اللغة فى تنمية مهارات الکتابة.

Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement

Improvement of EFL Students’ Academic Reading Achievement Through the Cognitive Academic Language Learning Approach (CALLA)

This mixed-methods study examined the effectiveness of the Cognitive Academic Language Learning Approach (CALLA) on the improvement of EFL students' academic reading achievement. Participants were 122 Jordanian EFL undergraduate students who were divided into two groups: experimental and control groups. Data were collected using academic reading test and focus group interviews (four groups; with six students in each). While the students in the experimental group were taught using CALLA, students in the control group were taught using the conventional method of teaching. While quantitative data were analyzed using SPSS package program, qualitative data were analyzed using thematic analysis. The statistical analysis of academic reading test data revealed that students’ reading achievement increased only in the experimental group. Further, the analysis of the interviews showed that students’ overall perceptions of the effectiveness of CALLA were positive. Thus, this study has revealed the feasibility of implementing CALLA in EFL academic reading contexts.

The efficacy of language learning strategy instruction in a Korean high school English class

This paper examines the efficacy of language learning strategy instruction based on the cognitive academic language learning approach (CALLA). This paper studies the effect of language learning strategy instruction with particular reference to English proficiency, learning strategies, and the relationship between such strategies and motivation of a Korean high school student. In this study, seventy-nine high school students were given twenty weeks of instruction. The control groups were given lectures without employing a language learning strategy programs; conversely, the experimental groups utilized language learning strategies. In order to assess student language proficiency, pre- and post-tests were given. SILL and questionnaires related to motivation as well as language learning strategy use were also adopted. Results showed that the scores of less-proficient students in the experimental group dramatically improved. The most frequently used strategy was cognitive strategy, while metacognitive strategy was reported least applied. After CALLA instruction, the experimental group of students used metacognitive strategy more actively. In addition, there was a strong correlation between language proficiency and language learning strategy use. This study also indicates that learner motivation influenced language learning strategies. Therefore, the implementation of language learning strategy instruction based on the cognitive academic language learning approach (CALLA) should be considered in language classes in Korean high schools.