Effectiveness Of Computer-assisted Language Learning Research Articles

Technological Interface Components That Support Accelerated Learning in the Acquisition of Foreign Language Vocabulary

There is a need to find innovative learning methods that enable accelerated learning of a foreign language. This study examined the effect of computer-assisted language learning (CALL) in acquiring a foreign language, which combines cognitive and emotional stimuli in the background. The study explored two factors related to the acquisition of a foreign language: the duration and scope of the learning process and the depth of internalization of the newly acquired language. Another objective was to assess the learning method in two learning environments, 2D and VR, to determine if the learning environment affects the learning results and leads to better vocabulary retention. One hundred native French speakers, with an average age of 47.5, participated in the study and had no prior knowledge of the newly acquired language. We randomly divided the participants into two groups (2D and VR). They studied 550 words in a new language for five days: 30 min each evening and 15 min in the morning. The post-learning test pointed out that both groups improved their vocabulary scores significantly. Approximately one month after the learning experience, we administered a knowledge retention test to 32 participants and found that the level of knowledge had been retained. Finally, background variables (e.g., gender, age, and previous knowledge of the newly acquired language) did not affect the learning results. The findings indicate that CALL, which integrates background cognitive and emotional stimuli in both learning environments, significantly accelerates learning pace, broadens the scope of newly acquired words, and ensures retention. The level of improvement observed in our study is notably higher than that reported in the literature for studies that had previously evaluated CALL and in-class language acquisition.

The Effects of Computer-assisted Language Learning (CALL) and Different Interaction Patterns on Vocabulary Development of EFL Learners

Background: Research on the integration of Computer-assisted language learning (CALL) in EFL contexts has witnessed a significant advance due to the modern changes in language education and technology over the last decades. However, the effects of CALL on vocabulary development through different interaction patterns have not been investigated by researchers.
 Purpose: Attempts have been made to assess the effects of CALL and Memrise software on the vocabulary development of intermediate EFL learners through the three interaction patterns: 1) pair-work interaction, 2) small-group-work interaction, and 3) individual content.
 Method: A total of 100 male and female Iranian EFL learners were selected through convenience sampling and assigned into three experimental and one control groups, each consisting of 25 learners. The Oxford Quick Placement Test was taken to assure the homogeneity of the participants. Then, a multiple-choice vocabulary test was taken as a pretest. The three experimental groups learned vocabulary through Memrise desktop software with three different interaction patterns, while the control group learned the same through the conventional pattern. A reshuffled version of the pretest constitutes the subsequent posttest.
 Result: The results of the comparison between all pretests and posttests indicated that there was a significant difference between the vocabulary scores of the pretest and the posttest of the experimental groups, indicating the efficiency of these treatments. It was revealed that the pair work was slightly more effective than small-group work and that these two types of intervention were more effective than individual-content interaction, where the latter was more effective than conventional instruction.
 Conclusion: According to the findings, students are advised to take advantage of CALL-based facilities and participate in interactive activities.

The Effectiveness of Computer-Assisted Language Learning (CALL) by Smartphones to Increase English Proficiency of Papuan EFL Students

This study aims to find out the effectiveness of Computer-Assisted Language Learning (CALL) by smartphones to increase English proficiency of Papuan EFL students. The mixed method was implemented specifically related to the explanatory sequential design (Quantitative-Qualitative) where the research design comprised two interactive sequential stages. The first stage was carried out by collecting and analyzing quantitative data using the pre-experimental method to find out the difference before and after being given treatment. The samples were determined using purposive sampling where 30 Papuan EFL students were selected, and data were analyzed by using SPSS. The second stage was carried out by collecting and analyzing qualitative data using structured interviews. The samples were determined using purposive sampling also, and 7 Papuan EFL students were considered representative to obtain data. The results show that Computer-Assisted Language Learning (CALL) by smartphones is effective to increase English proficiency of Papuan EFL students by a significant increase of 38.70%. The effectiveness of this learning cannot be separated from the aspects of efficiency, flexibility, and accessibility supported by excellence in terms of visualization and auditory systems. Moreover, some factors that certainly become constraints of Computer-Assisted Language Learning (CALL) including internet networks, small screens, notifications and advertisements, lack of proficiency towards applications, unsupported smartphones, and battery power. By solving all these constraints, CALL can be more effective to be applied in teaching and learning. The significant implication provides better change in the world of education through learning strategies in utilizing technology especially certain context and conditions in Papua.

Effects of Computer-Assisted Language Learning (CALL) on ESL Reading Comprehension at a Private Sector University in Pakistan

English is used globally as an international language. It is considered as a prestigious language which provides greater opportunities for its users. Second language acquisition is not an easy task, for language acquisition it is necessary to learn all the aspects of language such as oral and written. Learner efficiently learn language rules, pronunciation, grammar and structure which can be learned more effectively by using Computer Assisted Language Learning (CALL) method. The recent study aims to explore the effectiveness of CALL in Pakistan at tertiary level which focuses on the improvement of apprentices’ reading skills. This is a quasi-experimental study, the data was obtained by 15 participants through pretest and posttest. Posttest was conducted after three weeks of pretest, during the intervention period CALL was integrated in the language classroom for reading skill lessons. A paired one-tailed t-test was used to analyze test scores and a descriptive data analysis method was used to detect learners’ perceptions. The result of this research study showed that CALL is a highly effective technique used to increase the proficiency level of learners in reading comprehension.

A Comparative Study of Effects of Computer-Assisted Language Learning (CALL) and Conventional Methods of Instruction on Intermediate EFL Learners’ Vocabulary Learning

A Comparative Study of Effects of Computer-Assisted Language Learning (CALL) and Conventional Methods of Instruction on Intermediate EFL Learners’ Vocabulary Learning

Fostering EFL learners' motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions.

In the literature, a mass of studies have inspected the effects of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) on Iranian English as a Foreign Language (EFL) learners’ achievement. However, the effects of CALL and MALL on psychological factors, such as motivation, anxiety, and self-efficacy, have largely remained unexplored. Thus, this study explored the effects of CALL and MALL, and face-to-face (FTF) learning environments on Iranian EFL learners’ motivation, anxiety, and self-efficacy. To this aim, using a random sampling method, a total of 137 male EFL intermediate learners were selected and homogenized using the Oxford Quick Placement Test (OQPT). Based on the test scores, a total of 90 EFL learners were selected and randomly assigned to three groups, namely, CALL (n = 30), MALL (n = 30), and FTF (n = 30). Then, the participants’ motivation, anxiety, and self-efficacy were gauged prior to the instructions. Afterward, they received CALL-based, MALL-based, and conventional instructions which lasted 25 1-h sessions held twice a week. At the end of the instructions, the participants’ motivation, anxiety, and self-efficacy were measured again. The collected data were analyzed through a one-way MANOVA. Findings evidenced that the experimental groups’ motivation, anxiety, and self-efficacy were positively affected by the CALL-based and MALL-based instructions. However, there was not a statistically significant difference between the CALL group and MALL group concerning the gains of motivation, anxiety, and self-efficacy. In light of the findings, a range of implications is suggested for relevant stakeholders.

Self-learning and Motivation Effectiveness for L2 Learners through Using (CALL)

This study aims to explore the effectiveness of computer-assisted language learning (CALL) in promoting L2 learners’ self-learning and motivation. The participants of this study are a randomly selected group of L2 learners attending English Language Training Program (EL). Their levels of proficiency range from beginner to advanced in order to ensure that they have had adequate exposure to English. Data were collected by circulating a 22-item survey consisting of two sections. The first section consists of eleven items that aim to identify the role of CALL in promoting participants’ self-learning strategies, whereas the second section consists of eleven items that investigate the extent to which the participants’ motivation has increased/decreased with the impact of CALL. Data were analyzed descriptively by looking at the participants’ responses to the questionnaire in order to pinpoint any potential themes or patterns concerning the impact of CALL on promoting the two independent variables under study. The findings indicated that CALL contributes to increasing L2 learners’ motivation fairly whereas promote their self-learning significantly.

The effect of using Computer-Assisted Language Learning (CALL) on Iranian EFL learners’ vocabulary learning: An experimental study

This study examines the effect of computer-assisted language learning on the vocabulary learning of Iranian EFL learners, in which 40 pre-intermediate and intermediate students enrolled at Iran Language Institute, Urmia, Iran were selected as participants. The participants were randomly assigned to two experimental groups and two control ones. The two experimental groups underwent the same procedures in receiving treatment, while the control groups did not receive any treatment. Initially, all groups participated in pre-tests. The students in the experimental groups were exposed to the treatments for eight sessions, which included the teaching of word lists selected from the students’ books using computers. These words were taught to the experimental groups using ‘Vocaboly’, while the control groups were taught using the traditional method of vocabulary teaching. Finally, all groups participated in post-tests. The comparison of the mean scores using a t-test indicated that the experimental groups outperformed the control groups on post-tests.
 Keywords: CALL, multimedia, CAVI, vocabulary learning, learner autonomy.

The Effect of Computer-Assisted Language Learning on Teaching English Grammar for Iranian EFL Learners

The Effect of Computer-Assisted Language Learning on Teaching English Grammar for Iranian EFL Learners

Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) Using Google Documents in Enhancing Writing – A study on Senior 1 Students in a Chinese Independent High School

Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) Using Google Documents in Enhancing Writing – A study on Senior 1 Students in a Chinese Independent High School

The Effect of Computer-assisted Language Learning (CALL) on Immediate and Delayed Retention of Vocabularies in General English Course

Vocabulary learning is essential for language acquisition; however, it is considered problematic for the second language learners. As a teacher of General English Course, I witness majority of students state that "It’s difficult for me to remember long words", "I rapidly forget new words", "I frequently repeat words", etc. As a matter of fact, learning vocabulary is one of the most boring tasks that language learners face with. Hence, different ways have been tried towards making vocabulary learning easier. In this regard, recent years have shown an interest in using computers for foreign language teaching and learning. A previous decade, the use of computers in the language classroom was of concern only to a small number of specialists. However, with the introduction of multimedia computing and the Internet, the role of computers in language teaching has now become a key issue that great numbers of language teachers throughout the world face with. In this regard, the present study sought to investigate the effect of computer assisted language learning (CALL) on immediate and delayed retention of vocabularies among Iranian university students in General English Course. In this regard, 58 students from Payam Noor University of Aradan and Garmsar, Iran, were selected at random on the basis of Nelson test and then were divided into experimental and control groups each one including 29 students. A vocabulary test (as a pretest) was administered to the subjects in both groups. The goal was to check what words were unknown to the subjects in both groups. After the administration of the vocabulary test, about 21 words out of 114 new words were omitted since these words were known to the subjects in both groups. During the study, the researcher taught each group in 3 sessions (each session 90 minutes). After completion of each session, both groups were assessed through an immediate posttest. The subjects were also assessed for delayed posttest one month after teaching sessions (posttest 2). The results obtained throughout the study indicated that there was a significant difference between CALL users and nonusers in favor of the experimental group (p<0.05). It was also concluded that the university students had a positive attitude toward using CALL for learning vocabulary. In light of the findings of the study, the effectiveness of CALL on immediate and delayed retention of vocabularies was approved.

The Effect of Computer-assisted Language Learning on Improving Arabic as a Foreign Language (AFL) in Higher Education in the United States

The development of the new digital world in the 21st Century has exponentially altered the mode through which we communicate, teach, learn, and perform research. The mode of interactions and social relationships that occur through new digital technologies are also shaping and transforming the meaning of instruction. Current online activities support face-to-face, distance education, and hybrid courses. Yet, despite the more frequent use of technology in the classroom for Arabic as a Foreign Language (FL), there is still little research conducted in the Arabic instructors’ use, understanding, and knowledge of technological tools. This paper will examine the use of technological tools Arabic instructors are implementing in their curriculum and their beliefs about the importance of the integration of technology to enhance Arabic learners’ FL skills at university level in the United States. The data to be presented is derived from a mixed-method approach collected from a sample of Higher Education Arabic instructors using two types of instruments. First was the online non-experimental survey. Second were in-depth semi-structured interviews conducted with a small sample of instructors to obtain an in-depth understanding of Arabic teachers’ attitudes toward the use of technology. Hence, the significance of this paper is to provide contribution and support to the progress of the teaching and learning of Arabic as a FL in the United States in the 21st Century.

The Effectiveness of Computer-assisted Language Learning (CALL) on Learning Grammar by Iranian EFL Learners

Despite the enormous potential of computer assisted language learning (CALL) in teaching and learning foreign language, no serious action has been taken to develop this phase of education at schools and universities in Iran. A group of 52 students were divided into two experimental and control groups. During the study, both groups were trained 15 grammar points and related examples. The result of data analysis showed that experimental group outperformed the control group. The result of study can have pedagogical implication for language teachers, in that they can use e-mail as a useful way of teaching large numbers of grammar points.

The Effect of Computer-Assisted Language Learning on Iranian EFL Students Listening Comprehension

Listening has often played second fiddle to its counterpart, speaking (Brown, 2007). Because of the complexity involved in both teaching listening and assessing it, listening skill hasn’t been overlooked in comparison with other skills, speaking, reading, and writing. This problem has been multiplied when somebody looks at listening skill in EFL contexts. This research describes a study exploring the effect of Computer-Assisted Language Learning (CALL) on listening skill of Iranian EFL learners. A total of 74 Iranian Advanced students of English all male and with the age range of 20 to 22 participated in this study. They were divided into one experimental group (N = 37) and one control group (N = 37). While in the experimental group CALL was the dominate instrument in teaching listening skill, in the control group there was no use of CALL material. The findings of this study reveal that CALL materials have significant effect on improving Iranian Advanced EFL learners listening.

Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) in Improving Pronunciation: A Case Study

This study examined the effectiveness of incorporating computer-assisted language learning in instructing pronunciation to adult English as a second language (ESL) learners. The Technology Enhanced Accent Modification (TEAM) program, a computer software, was used to enhance the pronunciation of international graduate students at a U.S. university hoping to become certified international teaching assistants. Special emphasis was given to improving suprasegmentals (e.g., stress, rhythm, and intonation) in addition to segmentals (e.g., vowels and consonants). This case study focused on two male Korean graduate students, majoring in science, and investigated how these individuals enhanced their pronunciation and oral English proficiency in terms of native-like quality and fluency. Data from two months of direct observation, an oral interview, and the VARK questionnaire (an instrument that measures learning preference) were collected and analyzed along with pre-test and post-test audio speech samples. The visual feedback of the TEAM program and participants` individual learning preferences for a visual mode were found to enhance their self-awareness and self-monitoring of pronunciation. Furthermore, visual feedback and visual preference for learning led to improved pronunciation, native-like quality, and fluency.

The Effect of Using ComputerAssistedLanguage Learning (CALL) on the Reading Comprehension of Expository Texts for the Iranian University Female Senior

This study aimed to explore the effect of computer-assisted Language Learning (CALL) on the reading comprehension of expository texts of Iranian female senior. The study was designed as a true-experimental researchRandomized Control Experimental Group, Pre-test-Post-test Design. The subjects in this study were 60 female senior from Islamic Azad University of Khodabandeh who are studying English as their major course. They were senior who had been selected out of many other EFL students through the Standardized Nelson Test. These subjects were divided into two groups, control group and experimental group.The experimental group was taught using computerassisted instructions in a language laboratory, while subjects in the control group were taught using a traditional method of instructions in traditional classroom setting. The training took 12 sessions and the same instructor taught the groups three hours each session. During the first week, a pre-test was given to both groups. Then, a post-test was given at the end of the instructions. An independent sample t-test appeared to be an appropriate tool for data analysis in this study since there were two groups who were evaluated twice through pre and posttest. The results showed that there were statistically significant differences between two groups that can be attributed to the effect of CALL on the reading comprehension of expository texts.

A Critical Review of Selected Computer Assisted Language Testing Instruments

Over the past few decades, a fairly large literature examining the effectiveness of computer-assisted language learning (CALL) has been developed. The findings indicate that language learners have generally positive attitudes toward using computers in the classroom. Less is known, however, about the more specific areas of computers in language testing. The purpose of this article is to examine recent developments in language testing that directly involve computer use. After a brief overview of computer-based testing (CBT) in general, web-based testing (WBT) is defined and certain issues reviewed.

Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language

This article reports the results of a study of the effectiveness of computer-assisted language learning (CALL) in the acquisition of English as a second language by Arabic- and Spanish-speaking students in an intensive program. The study also examined two student variables-time spent using and attitude toward the CALL lessons-as well as four cognitive/affective characteristics--field independence, ambiguity tolerance, motivational intensity, and English-class anxiety. English proficiency was measured by the TOEFL and an oral test of communicative competence. Results indicated that the use of CALL lessons predicted no variance on the criterion measures beyond what could be predicted by the cognitive/affective variables. In addition, it was found that time spent using and attitude toward CALL were significantly related to field independence and motivational intensity. These results indicate that (a) certain types of learners may be better suited to some CALL materials than other students and (b) it is necessary to consider many learner variables when researching the effectiveness of CALL.