Use Of Computer Assisted Language Learning Research Articles

Adaptation of English Teachers to the Use of CALL in Technical Secondary Schools in Nyanza District, Rwanda, and Its Implications on Students’ Performance in English

In some Rwandan schools, the use of Computer-Assisted Language Learning (CALL) in English teaching has influenced students' English performance. In technical secondary schools, language teachers have begun utilizing new technologies as pedagogical tools to enhance students' English performance. The current study investigates how teachers adapt to the use of CALL and its implications for students' performance in English subjects in some Rwandan technical secondary schools. Sociocultural theory in language teaching guided this investigation. It used a descriptive research design with a sample of 24 English teachers from Nyanza Technical Secondary Schools. This study utilized a census of all 24 English teachers. Data were collected using questionnaires in the form of a Likert scale. Descriptive analyses indicate that 91% of respondents have a positive attitude towards CALL. The findings show that teachers of English use CALL in teaching English, which affects students’ performance in English. The inferential analysis results show a P value of 0.020, which is lower than the significant correction of 0.05. Therefore, the study findings confirm the teachers’ positive attitude towards CALL. According to the research, the Rwanda TVET Board should train new teachers and continue updating existing English teachers with new CALL technologies.

“Unmute, please!’’: Tertiary Lecturers’ Perceptions on Emergency Remote English Language Teaching During COVID-19 Pandemics

The disruption of the education system caused by the sudden outbreak of the COVID-19 pandemic has altered teaching processes forever, thus transforming the existing teaching/learning contexts and their relevance. Given that instructors are key bearers of the educational process, the perception of their teaching experience during the pandemic is vital to understanding the challenges that emerged throughout the process. This paper reports on the experiences of English as a foreign language (EFL) higher education lecturer (n=89) of their emergency remote English language teaching (ERELT) during the COVID-19 pandemic. The objective of the research was to investigate how EFL lecturers assess their own instruction and relationship with students within their ERELT, and how much their teaching in ERELT differed from regular teaching conditions. Under the computer-mediated communication theory framework, the study has adopted a mix-methods research design and the data were collected through a questionnaire. The results imply that the use of computer-assisted language learning (CALL) significantly surged in the ERELT as compared to regular teaching conditions. The teaching process was assessed as a dynamic, resourceful, and stressful process, which, judging by the communicational goals, appeared to be less interactive than more traditional face-to-face instruction, causing the relationship between students and instructors to worsen to a certain extent.

Students’ attitudes towards computer-assisted language learning and its effect on their EFL writing

This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programmes and their perceived view on an online writing system that was developed in the present study by means of a questionnaire, as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners studying at Sharif University of Technology in Iran were assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henri’s framework, which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings. Keywords: Computer-assisted instruction (CAI), computer-assisted language learning (CALL), EFL writing, student attitudes.

Student attitudes towards computer-assisted language learning and its effect on their EFL writing

This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henri’s framework (1992), which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings.
 
 Keywords: Computer-assisted instruction (CAI), computer-assisted language learning (CALL), EFL writing, student attitudes.

A Systematic Review of the Research on Chinese Character Teaching and Learning

Using a thematic analysis methodology, this paper attempts a critical review of published articles on Chinese character teaching and learning in and outside China between 2005 and 2019, highlighting contributions scholars made to the current literature as well as identifying gaps in the research. The analysis reveals that there is a rather large gap in the use of research methodologies between the two sets of articles, with publications in China predominantly adopting non-empirical approaches while most articles published outside China are empirical. Besides, the use of computer-assisted language learning (CALL) in character teaching and learning seems to be a key research topic outside China, while exploring new pedagogical ideas and strategies attracts more interest among scholars in China. The paper concludes with suggestions for future research directions and a call for more diverse research paradigms and mixed-method perspectives.

Iranian EFL Learners’ Perception of the Efficacy and Affordance of Activity Theory-based Computer Assisted Language Learning in Writing Achievement

Second language writing instruction has been greatly influenced by the growing importance of technology and the recent shift of paradigm from a cognitive to a social orientation in second language acquisition (Lantolf & Thorne, 2006). Therefore, the applications of computer-assisted language learning and activity theory have been suggested as a promising framework for writing studies. The present study aimed to investigate the perception of Iranian EFL learners of the efficacy and affordance of activity theory integrated with computer-assisted language learning in writing improvement. To this end, sixty-seven sophomores majoring in English translation were selected as the participants of this study. The writing instruction was geared to an e-learning platform based on the six elements of activity theory--subject, object, mediating artifacts, rules, community, and division of labor--appropriate for the writing course. The students were assigned to write nine expository paragraphs on six different developmental patterns and share various relevant materials on the platform during the treatment. Their assignments were carefully monitored and evaluated by the instructor. Upon the completion of the treatment, the students completed a closed-ended questionnaire and an open-ended questionnaire and took part in a semi-structured focus group interview to express their perception. The results showed that the students held favorable perception toward the use of computer-assisted language learning within the activity theory framework. The findings of the study also revealed that there was a significant difference among the students' perception concerning the four mediating elements of activity theory.

Are Listening Skills Best Enhanced Through the Use of Multimedia Technology

Listening comprehension is essential to L2 learning. Pupils who are able to demonstrate L2 listening skills are able to demonstrate proficiency in other language skills. Due to the relatively unappreciated role of listening in language development, educators and language experts have been actively promoting the equal or emphasized enhancement of listening skills among students. Through multimedia, L2 speakers are provided access to several visual and aural L2 texts via audio, video, the Internet, podcasts, blogs and others. The use of multimedia in listening instrument aims to ultimately assist L2 learners in understanding L2 within the everyday context. The use of Computer-Assisted Language Learning (CALL) programmes have been heralded as effective means of developing and enhancing language skills among L2 learners. However, listening skill teaching has been a neglected area. There has been a general belief that being able to speak, read and write in a given L2, is a parameter to be able to claim that L2 learners are proficient in communication in that language. In view of this assumption, many L2 teachers have ignored the true importance that listening has as a source or oral input from which L2 speakers can acquire the target language.

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

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.

THE ROLE OF CALL AND THE INTERNET TECHNOLOGY IN THE DEVELOPMENT OF LANGUAGE LEARNING MATERIALS

Technology nowadays plays an important role in the development of language learning materials, both as a tool in support of their creation and as a means of preparing content. Moreover, technology is also applied to support the individual’s language learning process and to increase language learning opportunities outside the classroom (Reinders& White, 2010). In this study, I am going to understand how the use of computer-assisted language learning (CALL) and the internet technology might influence TESOL materials development. This paper aims to find out some possibilities and opportunities provided by CALL and the Internet, focusing on the World Wide Web (WWW) as credible ways to access up-to-date and authentic language resources and materials for language instructors and learners of a foreign language. It is explained that CALL and internet can enhance the quality of material development .

Pre-service Teachers’ Uses of and Barriers from Adopting Computer-Assisted Language Learning (CALL) Programs

Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers’ understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14 purposely selected pre-service teachers of Teaching English as second Language (TESL). The study examined: (1) What are pre-service teachers’ perceptions of the current use of CALL programs? (2) What are pre-service teachers’ major inhibitors of the implementation of CALL programs? The data for this study was collected through semi-structured interviews. The interviews were transcribed, and the transcription scripts were analyzed using qualitative data analysis software, i.e., hyper research version 2.8.3. Analysis of the data indicated that pre-service teachers were unsatisfied with their use of CALL programs, and they were also unsatisfied with their instructors’ use of CALL programs in their education. These pre-service teachers also believed that the bureaucracies regarding the use of CALL programs at their education institution are the main barrier to the successful implementation of CALL programs. In this regard, they also believed that these bureaucratic procedures in using CALL programs affected their instructors’ attitudes, and thus acted as a compounding barrier from the successful use of CALL programs. Other most frequent barriers that immerged in the context of this study include resources, lack of training workshops, lack of literacy, time. Findings of these studies will provide sufficient and conclusive information on the barriers from adapting CALL and ICT programs.

Students’ Attitudes towards Computer-assisted Language Learning

Faculty of languages and linguistics at university of Malaya in Malaysia has invested substantially to introduce students to computer-based language learning materials and to integrate technology into existing curriculum. The purpose of this study was to examine the attitudes of students towards use of computer-assisted language learning (CALL). Data was collected from 100 students using a survey questionnaire. Findings of this study indicated that students had moderate attitudes towards CALL. Moreover, study results indicated that perceived usefulness, perceived ease of use, and subjective norms were significant predictors of computer attitudes. Implications for student training and suggestion for further research were provided.

CALLMedia Digital Technology

Ongoing technological advancements in the design and use of multimedia digital technology for improving comprehension of culturally authentic texts necessitate a clear understanding of the theory and pedagogy behind their use. Achieving effective and responsible use of computer-assisted language learning (CALL) with digitized multimedia-based instructional learning materials (termed here CALLmedia D-learning) is therefore essential to the organization of such learning. This paper deals with the theoretical considerations and didactic concerns involved in the integration of new interactive digital technologies into the instructional process. It first summarizes the benefits derived from CALLmedia digital technology with regard to language instruction, learners, and teachers. It then advances specific arguments for its integration with "conventional" instructional classroom practices. Based on recent research on learning with CALL and multimedia, it concludes by considering practical pedagogical implications for multimedia-based digital learning and related research using such technology.

CALL E valuation: Students’ Perception and Use of LoMásTv

In order to integrate technology into the language curriculum, it is essential not only to evaluate a program with a second language acquisition (SLA) framework but also seek the students’ attitudes towards the use of computer-assisted language learning (CALL) (Ayres, 2002). Addressing CALL evaluation, this paper reports on a 2-year empirical study of learners’ perceptions, at the intermediate level, about the use of a web-based multimedia program with authentic video clips having full control of help options (i.e., dual input using subtitles in L1 and L2, pitch-correct slow play, and backward and forward buttons, transcripts and online dictionary) and its effectiveness as a language-learning tool guided by Chapelle’s (2001) framework. Students believed that the learned culture and vocabulary enhanced their listening skills. A pretest/posttest design assessed the long-term gains in listening and speaking performances. Results indicated a significant gain in listening and speaking skills because posttest scores were significantly higher than pretest scores. The paper concludes by highlighting what lessons to consider when integrating CALL into language courses.

Exploring the human element of computer-assisted language learning: an Iranian context

Based on various theories of human agency (Ajzen, I. (2005). Attitudes, personality and behavior (2nd ed.). London: Open University Press; Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–340; Rogers, E.M. (1983). Diffusion of innovations (3rd ed.). New York: The Free Press), it is essential to know users' attitudes and abilities before implementing widespread use of computer-assisted language learning (CALL) techniques in schools. This study takes a two-tiered approach. On the one hand, it aims to explore the current computer-related attitudes and abilities of Iranian high school language teachers and students, before the actual diffusion of computers into the education system. On the other hand, this study compares the attitudes of language teachers and students towards CALL, cultural perceptions of the role of computers in education, computer competence, and computer access. Toward this aim, a multi-section survey in the Persian language was administered to high school language teachers and students. Data were analyzed using descriptive statistics, and the results indicated that the majority of the participants have positive attitudes towards CALL and find it relevant to the cultural context of Iran. Teachers have moderate computer competence, while students have limited competence. Language teachers and students have daily access to computers mostly at home. The study further shows the difference between language teachers and students in that although teachers are presumed to be ambivalent about computer-related issues, in comparison with their students, teachers rank significantly higher on the CALL attitude and computer competence scales. From the positive CALL attitudes of both groups, it may be inferred that they will use computers in language education once computers become available, accompanied by adequate training.

Learner Attitudes towards CALL Applications at YADIM

The use of educational technology to assist learners in their language studies has become a great concern for scholars over the past decade. YADIM (School for Foreign Languages) at Cukurova University in Turkey has invested substantially to introduce students to computer-based language learning materials and to integrate technology into existing curriculum. This paper reports on attitudes of YADIM students towards the use of computer-assisted language learning (CALL) and their perceptions on CALL’s relevancy to their regular classroom work. Surveys and follow-up interviews explored how learners see the role of the instructor and the accessibility of the labs. The paper also looks at how students assess the impact of technology on their language learning process.

Effectiveness of CALL Writing Instruction: The Voices of Korean EFL Learners

ABSTRACT: In spite of the widespread use of computer‐assisted language learning (CALL) and its perceived facilitative role in second language (L2) learning, there is little data on how learners feel, experience, or think about CALL in the L2 learning context. This study investigated the reactions of Korean students studying English as a Foreign Language (EFL) to computer‐mediated writing instruction. Students participated in a CALL program framed on the process approach to teaching writing. Students selected a writing topic, navigated the Internet to find relevant information, wrote drafts, evaluated peers' essays via e‐mail, and revised their work. Students were also asked to write down everything that they felt, thought about, or experienced during classes in a journal. Analysis of these journals indicated that CALL was a helpful tool for learning writing despite some limitations. Some suggestions for creating better CALL‐based instruction in L2 education are given.

Learner Attitudes Towards the Use of CALL

The use of computers to assist learners in their language studies has increased phenomenally over the past decade – it was indeed the ‘growth area’ of the 1990s (Liddell, 1994) and continues to be so in 2000. UNITEC School of English and Applied Linguistics has invested substantially in technology that allows students to utilise computer-based training materials during their course of study, and has actively moved towards integrating the technology in existing and new curriculum. This integration comes with a substantial capital requirement for computer equipment. Is this ongoing expenditure warranted? This paper examines student attitudes towards the use of computer-assisted language learning (CALL), and their perceived view of its relevancy to their course of study. It also seeks to clarify just how students see the role of CALL – as chief competitor with the classroom teacher or as one of many useful tools? The paper also reports whether there was any link between the perceived usefulness of CALL, and the student's level of computer literacy, language level and age. The paper concludes by highlighting some key factors to consider when integrating CALL into language courses, and some directions for further study.

Exploring New Frontiers: What Do Computers Contribute to Teaching Foreign Languages in Elementary School?

ABSTRACT: Two growing trends in foreign language education, the study of foreign languages in the elementary school (FLES) and the use of computer‐assisted language learning (CALL), have been well researched independently but rarely in concert. This study compares the use of a print and multimedia program to teach Spanish to second through fifth graders from quantitative and qualitative perspectives. The experimental portion of the study showed that the achievement and proficiency of students using print or multimedia materials did not differ at posttest. However, a small but statistically significant difference in achievement emerged at the delayed test point in favor of the students who used the multimedia materials, although this finding is limited by participant attrition over the 13‐month study. The qualitative portion of the study detected differences in language behavior, with the students who used multimedia spending more time to stop, check, and revise their language production, leading to greater precision in pronunciation and the use of larger chunks of language when repeating phrases.