Resistance to CALL: degrees of student reluctance to use CALL and ICT

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 38-46 ◽  
Author(s):  
John Gillespie ◽  
Jane McKee
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Psychological Factors ◽  
Computer Conferencing ◽  
The Internet ◽  
Student Resistance ◽  
Computing Environment ◽  
Computer Based Learning ◽  
Principal Finding ◽  
Computer Based

This paper examines the range of different factors which in our experience contribute to student resistance to the use of computers for language learning. These problems relate to aspects of the computing environment, social and psychological factors and issues relating to the curriculum and teaching methods. We have made basic suggestions about ways of overcoming these resistances. However our principal finding is that the most effective and coherent way of fostering student adoption of CALL is to develop a computer based learning environment, which draws on the success of communications software and the Internet, based on the computer conferencing program First Class.

Perspectives on computer assisted language learning

ReCALL ◽  
1995 ◽  
Vol 7 (2) ◽  
pp. 5-19 ◽  
Author(s):  
Kurt Kohn
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Computer Based Learning ◽  
Recent Developments ◽  
Distance Communication ◽  
Computer Based ◽  
And Training

Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

Towards a computer-based learning environment: a pilot study in the use of FirstClass

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 19-26 ◽  
Author(s):  
JOHN GILLESPIE
Keyword(s):  
Pilot Study ◽  
Learning Environment ◽  
Computer Conferencing ◽  
Computer Based Learning ◽  
Wide Range ◽  
Computer Based ◽  
Student Reactions ◽  
The University ◽  
Further Development

This article outlines the nature of the FirstClass computer conferencing program and considers its effectiveness in helping to develop a computer-based learning environment in modern languages at the University of Ulster. A wide range of different transactions is outlined and surveys of staff and student reactions are assessed. Their positive responses demonstrate that FirstClass is effective in establishing such an environment, enable us to draw encouraging lessons from our experience and indicate exciting possibilities of immediate further development.

Exploratory Learning Environments: What are They and Do Students Explore?

1993 ◽  
Vol 9 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Jing-Fong J. Hsu ◽  
Carol A. Chapelle ◽  
Ann D. Thompson
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Exploratory Learning ◽  
Esl Students ◽  
Software Environment ◽  
Computer Based Learning ◽  
Descriptive Research ◽  
Computer Based ◽  
Exploratory Learning Environments

Computer-based learning environments have been defined as settings where students use software to facilitate active, exploratory learning. We distinguish between illocutionary and non-illocutionary learning environments: the computer interprets the intent of students in the former but not in the latter. We apply these terms to language learning environments, and report descriptive research on ESL students' use of a non-illocutionary learning environment. Results indicated students “explored” the learning environment in a routine way, but failed to explore creatively the program's morphosyntactic possibilities; routine exploration was positively related to attitudes for part of the group, but negatively related to attitudes for students who may have found the software environment too easy. Implications for illocutionary and non- illocutionary learning environments are discussed.

scholarly journals The respondent factors on the digital questionnaire responses

2019 ◽  
Vol 5 (2) ◽  
pp. 144-151
Author(s):  
Muhardis Muhardis ◽  
Burhanuddin Tola ◽  
Herwindo Haribowo
Keyword(s):  
Psychological Factors ◽  
Teaching Experience ◽  
The Internet ◽  
Personal Health ◽  
Digital Platform ◽  
Postgraduate Level ◽  
Depth Analysis ◽  
Years Of Teaching Experience ◽  
Computer Based ◽  
Paper And Pencil

Progress in the field of technology often facilitates human work. One of them is progress in the development of questionnaire modes. Currently, existing questionnaires have been based on a digital platform, which makes evaluators easy to design, disseminate, and conduct scoring. All are computer-based, making them reachable by the respondents no matter how far the location of the respondent is, as long as they are connected to the internet. However, any progress is accompanied by several obstacles. For example, the respondents experienced an error in responding to having the intent to respond 'Yes' option but pressing the 'No' button instead. It is very different from filling in paper and pencil based questionnaires in which they are sure to put a checkmark using a pencil on the answer choices. This problem is what the researchers found when distributing digital questionnaires to participants of the National Questions Writing Program based on the 'SIAP' (Sistem Inovatif Aplikasi Penilaian) application. On conditional questions (if you choose 'No', please stop), some respondents who have chosen 'No' answers still respond to the next questions. It causes the data obtained are unreliable. After conducting a more in-depth analysis, the researchers found that respondents’ factors as psychological factors are the cause, such as the new experience of accessing applications, understanding of applications, stress, and personal health. Uniquely, the respondents who have problems are those in the context of productive age, i.e 30 to 39 years old, more than five years of teaching experience, postgraduate level, and female.

Access and Meaning: The Keys to Effective Computer Use by Children with Language Disabilities

1994 ◽  
Vol 12 (3) ◽  
pp. 257-275 ◽  
Author(s):  
Laura F. Meyers
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Written Language ◽  
Personal Meaning ◽  
Speech Output ◽  
Language Disabilities ◽  
Language Structure ◽  
Computer Based ◽  
Pencil And Paper

Computers can empower children with disabilities to participate in the normal processes of spoken and written language learning. To accomplish this, teachers must put access to computer-based speech output and text under the control of children with disabilities. Then, teachers must support children's construction of internal grammars by providing the language structure needed to link the computer-based speech and text with the children's personal meaning systems. A research project with children with Down syndrome is reported, supporting the contention that combining access to speech and text through technology with teaching methods that provide the language structure to link the speech output and text with personal meaning results in significantly improved language use compared with implementation of identical teaching methods with computers without speech output, or identical teaching methods with pencil and paper. Implications about the requirements for effective computer-based language interventions and about the role of teachers are discussed.

scholarly journals Authoring a Web-enhanced interface for a new language-learning environment

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Dominique Hémard ◽  
Steve Cushion
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Developmental Process ◽  
Practical Experience ◽  
Traditional Learning ◽  
Good Teaching ◽  
Learning Context ◽  
Computer Based Learning ◽  
Inductive Methods ◽  
Computer Based

Computer-based applications in second language teaching have now been used for a protracted period of time, evolving from a deductive approach relying on grammatical progression to inductive methods and, more recently, exploratory interaction better suited to the constructivist mode. However, despite the initial adoption of a traditional learning environment, the first, albeit influential, generation of software design was poorly recognized, or worse, even met with scepticism by academics inasmuch as it did not seem to represent or, indeed, symbolize good teaching practices (Laurillard, 1991). As a result, original CALL programmes, such as gap-filling or substituting exercises, were often only considered appropriate as supplementary teaching material and, as such, referred to or introduced within courses as convenient adjuncts providing students with greater practical experience. Equally, students as users were never consulted on the use of CALL or, indeed, implicated beyond the designed interaction. Indeed, it was generally assumed that, since computer-based learning was a new concept, it would be, by itself, attractive and generate increased enthusiasm within the language-learning context. This situation was made even worse by a developmental process, dominated by self-taught, in-house authoring, which was too often amateurish, task-based in approach and empirical. Unfortunately, despite recent development in multimedia and hypermedia, this CALL legacy has been affecting CALL in design, practice and projected use.DOI: 10.1080/0968776000080105

scholarly journals SCIENTIFIC PRINCIPLES OF COMPUTER MODELING TECHNOLOGIES APPLICATION IN THE PROFESSIONAL TRAINING OF TECHNOLOGY TEACHERS

2019 ◽  
pp. 45-58
Author(s):  
Serhii Yashanov ◽  
Sergii Dzus
Keyword(s):  
Computer Modeling ◽  
Teaching Methods ◽  
Professional Training ◽  
Teacher Thinking ◽  
Learning Tools ◽  
Active Components ◽  
Educational Training ◽  
Computer Based Learning ◽  
Scientific Principles ◽  
Computer Based

Potential possibilities of teaching methods using computer-based learning tools based on computer modeling technologies, in connection with the emphasis on the technology teacher thinking development, which is three-component in its structure, subject to designing on the basis of pedagogical theory of teaching based on the interconnection and interaction of conceptual, figurative and active components of thinking can provide a higher level of implementation of such traditional requirements as science, visibility, activity and consciousness of learning as well as the unity of educational developmental and educational training functions.

scholarly journals Program Peningkatan Kemampuan Guru Dalam Pembelajaran Bahasa Jawa di SD Patemon 01 dan SD Sekaran 01 Kecamatan Gunungpati Kota Semarang

2017 ◽  
Vol 2 (1) ◽  
pp. 29-40
Author(s):  
Joko Sukoyo ◽  
Widodo Widodo
Keyword(s):  
Language Learning ◽  
Program Implementation ◽  
Language Skills ◽  
Learning Assessment ◽  
Computer Based Learning ◽  
Java Language ◽  
Workshop Model ◽  
Before And After ◽  
Long Time ◽  
Computer Based

Learning Javanese language has been starting on since a long time, but still there are some problems found in the field. Problems when learning Javanese language that occur in SD Patemon 01 and SD Sekaran 01, District Gunungpati, Semarang are (1) low capacity of the teachers in creating computer-based learning media, (2) lack of language skills of the teachers in using Javanese language variety of manners, and (3) frequent occurrence of errors in the assessment of learning Javanese language. In connection with these conditions, devotee team tried to be facilitators to the problems faced by teachers in SD Patemon 01 and SD Sekaran 01 by conducting science and technology activities for the Community (IbM). IbM program implementation used workshop model with a variety of methods, such as lecturing, demonstrations, direct practice, frequently asked questions and assignments. The results of this IbM program are capacity building of teachers in making computers-based learning media for Javanese language, improving the competence of teachers in terms of manners of Javanese language skills, and increaseing understanding of Javanese language learning assessment. The increase was indicated from abilities’ score of the teachers before and after the IbM program. The ability of teachers in terms of making computer-based instructional media increased significantly, ie 16.9%. Competence of teachers in terms of unggah-ungguh based on Javanese language, especially in speaking skills manners increased 6.3%. The ability of teachers in terms of understanding of the Java language learning assessment increased 9.7%.

A hitchhiker’s guide to microscopy and microanalysis using telecommunications, e-mail, and the Internet

1994 ◽  
Vol 52 ◽  
pp. 390-391 ◽  
Author(s):  
Nestor J. Zaluzec
Keyword(s):  
The Internet ◽  
Information Superhighway ◽  
The World ◽  
Exchange Information ◽  
On Line ◽  
Computer Based ◽  
Software And Hardware ◽  
Communication Software ◽  
Basic Ideas ◽  
E Mail

The Information SuperHighway, Email, The Internet, FTP, BBS, Modems, : all buzz words which are becoming more and more routine in our daily life. Confusing terminology? Hopefully it won't be in a few minutes, all you need is to have a handle on a few basic concepts and terms and you will be on-line with the rest of the "telecommunication experts". These terms all refer to some type or aspect of tools associated with a range of computer-based communication software and hardware. They are in fact far less complex than the instruments we use on a day to day basis as microscopist's and microanalyst's. The key is for each of us to know what each is and how to make use of the wealth of information which they can make available to us for the asking. Basically all of these items relate to mechanisms and protocols by which we as scientists can easily exchange information rapidly and efficiently to colleagues in the office down the hall, or half-way around the world using computers and various communications media. The purpose of this tutorial/paper is to outline and demonstrate the basic ideas of some of the major information systems available to all of us today. For the sake of simplicity we will break this presentation down into two distinct (but as we shall see later connected) areas: telecommunications over conventional phone lines, and telecommunications by computer networks. Live tutorial/demonstrations of both procedures will be presented in the Computer Workshop/Software Exchange during the course of the meeting.

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