Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

scholarly journals Attitude of Male and Female Students Towards Computer Assisted Language Learning at Intermediate Level

2019 ◽  
Vol 12 (3) ◽  
pp. 108
Author(s):  
Muhammad Arfan Lodhi ◽  
Ayesha Fatima ◽  
Farzana Ismail ◽  
Nadia Amin ◽  
Faiza Khalid ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Dominant Role ◽  
Research Work ◽  
Female Students ◽  
Intermediate Level ◽  
Male Students ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

Today’s world is the era of technology and it is playing a dominant role in the field of education. The current research work is quantitative in nature. It aims to investigate students’ attitudes, their interests and difficulties regarding the concept of computer assisted language learning at intermediate level. A self reported questionnaire (SRQ) was designed and administered to obtain the objectives of the current study. The sampling statistic comprised of 300 students with equal gender from public and private colleges. The collected data was statistically analyzed by running descriptive statistic technique. The findings revealed that male students had more positive attitude towards CALL as compared to their female counterparts. However, it was also revealed that male students found CALL interesting for the development of language proficiency while female students faced more difficulties in using computer technology for English Language learning. The results provide ideas, paths and suggestions to the future researchers to undergo further investigations in developing computer mediating language learning programs for the benefits of learners and learning.

scholarly journals Review of Studies on Technology-Enhanced Language Learning and Teaching

2020 ◽  
Vol 12 (2) ◽  
pp. 524 ◽  
Author(s):  
Rustam Shadiev ◽  
Mengke Yang
Keyword(s):  
Language Learning ◽  
Learning Technologies ◽  
Target Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Future Studies ◽  
Learning And Teaching ◽  
Learning Journal ◽  
Review Study ◽  
Common Target

In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

Research in the School of Languages and Linguistics at Griffith University

2014 ◽  
Vol 47 (3) ◽  
pp. 404-408
Author(s):  
Ben Fenton-Smith ◽  
Ian Walkinshaw
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Academic Language ◽  
Student Population ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
And Linguistics ◽  
International English

Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

scholarly journals Editorial

2018 ◽  
Vol 8 (2) ◽  
pp. 187-191
Author(s):  
Rebecca L. Oxford ◽  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Issue ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Assessment Research

We welcome you to our special issue of Studies in Second Language Learning and Teaching (SSLLT). Our focus is language learning strategies, or LLS. We have been discussing the need for this special issue for years. Over coffee, sodas, or Chardonnet at many conferences and via emails and Skype, we discussed urgent issues in LLS assessment, research, and instruction.SSLLT, like many journals, has published numerous articles involving LLS, and other journals have had special issues on LLS. However, the time is ripe for a special issue that systematically includes LLS for all language skill areas, all major cross-cutting language subsystems such as grammar, and some important yet often ignored topics, such as strategies for learning culture and for technology-enhanced language learning (TELL), which greatly advances decades of research on computer-assisted language learning (CALL). We have gathered articles from a talented team of researchers, most of them well-known and the others rising stars. The articles in this special issue directly involve LLS research in several world regions and allude to such research in many more regions.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

Sign in / Sign up

Export Citation Format

Share Document