Impact Of Computer Assisted Language Learning Research Articles

The Impact of Computer-Assisted Language Learning (CALL) on Iranian EFL Learners' Vocabulary Learning: A Comparison of Traditional and CALL-based Instruction

The Impact of Computer-Assisted Language Learning (CALL) on Iranian EFL Learners' Vocabulary Learning: A Comparison of Traditional and CALL-based Instruction

From screen to society: second language learners’ cultural adaptation and identity reconstruction in virtual knowledge communities

PurposeThe purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.Design/methodology/approachThe data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.FindingsThe findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.Originality/valueThis study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.

Investigating the Impact of Computer-Assisted Language Learning (CALL) on English as a Second Language (ESL) Instruction in the Classroom

This research study aimed to investigate the impact of Computer Assisted Language Learning (CALL) on English as a Second Language (ESL) instruction in the classroom. The integration of CALL had gained increasing attention in language learning due to its potential to enhance instructional practices and learner outcomes. However, empirical research was needed to examine the specific effects of CALL in the ESL context. The study began with a comprehensive literature review to identify gaps and areas requiring further investigation. Specific research questions were formulated to address these gaps. The research design was determined based on the objectives, utilizing an appropriate methodology such as experimental, quasi-experimental, or mixed methods design. Participants consisted of ESL learners from a specific age group or proficiency level, and a suitable sample size and sampling method were determined. Data collection involved various methods such as surveys, observations, interviews, and pre/post-tests to gather comprehensive data. Ethical considerations were addressed, ensuring informed consent and data privacy. The collected data were analyzed using appropriate statistical or qualitative analysis techniques. The results were interpreted to answer the research questions and contribute to the understanding of the impact of CALL on ESL instruction. Visual representations, such as charts and graphs, were included to enhance the presentation of results. The discussion and conclusion provided an interpretation of the findings and their implications for ESL instruction and the integration of CALL. Comparisons with previous research were made, and the limitations of the study were acknowledged. Recommendations for ESL teachers, curriculum developers, and policymakers were provided based on the study's findings. Finally, suggestions for future research were presented to further explore the potential of CALL in the ESL classroom. The research study aimed to contribute to the field of language learning and provide insights that could inform pedagogical practices and instructional design.

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.

A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015

With the rapid development of economy and technology, more and more fields are combined with electronic intelligence and artificial intelligence, and language teaching is no exception. As a research hot issue, computer-assisted language learning (CALL) has attracted more and more people's attention. Based on computer-aided technology, teachers can not only provide students with rich language input, but also improve classroom efficiency. However, there are still some problems in this technology. This paper reviews some empirical studies on the impact of computer-assisted language teaching from 2015 and reveals the relevant progress and shortcomings of foreign researches in terms of six aspects from the perspective of language teaching, in order to provide some enlightenment for future research.

The Impact of Computer-Assisted Language Learning (CALL) on Grammar Acquisition by Saudi Learners

The Impact of Computer-Assisted Language Learning (CALL) on Grammar Acquisition by Saudi Learners

Impact of CALL in-house professional development training on teachers’ pedagogy: An evaluative study

This study examines the impact of computer-assisted language learning (CALL) in-house professional development trainings based on Technological Pedagogical Content Knowledge in-Action (TPACK-In-Act...

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software

The Impact of CALL on Iranian EFL Learners’ Autonomy

This study was an attempt to investigate the impact of Computer Assisted Language Learning (CALL) on Iranian EFL learner's autonomy. To this end, 60 students were selected from a language institute in Tehran. They were then divided into control and experimental groups. A Cambridge ESOL Preliminary Test (PET) was administered to the participants to guarantee their homogeneity. The administration of a proficiency test showed that the two groups were homogeneous in terms of their knowledge of general English. Data was obtained by means of a five-scale Likert questionnaire and analyzed using ANCOVA on SPSS 18.0. The method employed in this research was a quasi-experimental (Nonequivalent Comparison) with pretest and posttest. While both groups were taught by the same instructor and both used the same materials during 20 sessions, English software (BBC Courses) was added to the materials for participants in the experimental group. The findings of this study revealed that the application of CALL had a significant effect on the improvement of students’ autonomy. Therefore, CALL appeared to be useful in developing autonomy of EFL learners. The findings of this study carry important implications for foreign language syllabus designers, curriculum planners and language instructors.

Second Language Instructors and CALL: A Multidisciplinary Research Framework

The increasing importance of computer assisted language learning (CALL) in second language (L2) classes has added a new dimension to L2 research, and it has challenged scholars to find valid research methods and theoretical frameworks that can be applied in the analysis of the linguistic and social aspects of the interaction among students and instructors in CALL. Even though researchers have proposed frameworks based on theories of discourse analysis for the investigation of student-computer interaction (Chapelle, 1990), instructors have been mostly disregarded. In order to fully understand the impact of CALL on L2 learning, it is important to investigate teachers' interpretive and theoretical frameworks, and the institutional and pedagogical factors that might contribute to promote or hinder their implementation of CALL. This article proposes a multidisciplinary research framework - integrating three theories from cultural psychology, linguistics, and sociology - that allows researchers to address these issues. In addition, Markee's (1997) model for analysis of curricular innovation is incorporated as a component to determine if the use of CALL in L2 classes truly constitutes a curricular innovation and the role that instructors may play in this outcome. A concrete example of an existing study based on the framework is also presented.

Language Alternation in a Computer-equipped Foreign Language Classroom: The Intersection of Teacher Beliefs, Language, and Technology

The linguistic context of the computer-mediated environment is of particular importance to better understanding the impact of computer-assisted language learning. Yet few studies have documented actual practices in such an environment. An ethnographically based case-study approach was used in this study to document the attitudes, activities, behaviours, and beliefs of one teacher and his students in a third-semester university French class as they met weekly in a computer-equipped classroom. Despite his enthusiasm, the intersecting teacher beliefs, linguistic difficulties, and technical problems impeded the creation of an environment conducive to sustaining lessons in the target language. Moreover, the teacher's activities in the computer-equipped classroom often privileged computer literacy over linguistic proficiency.