scholarly journals Cross-Platform Mobile CALL Environment for Pronunciation Teaching and Learning

2020 ◽  
Vol 77 ◽  
pp. 01005
Author(s):  
Andrei Kuznetsov ◽  
Anton Lamtev ◽  
Iurii Lezhenin ◽  
Artem Zhuikov ◽  
Mikhail Maltsev ◽  
...  
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Speech Processing ◽  
Teaching And Learning ◽  
Digital Processing ◽  
Mobile Technologies ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Language Technology ◽  
Cross Platform

Mobile technologies promote computer-assisted language learning (CALL) while mobile applications, being learner-oriented by design, provide a powerful founding to build individual self-paced environments for language study. Mobile CALL (MALL) tools are able to offer new educational contexts and fix, at least, partially, the problems of previous generations of CALL software. Nonetheless, mobile technologies alone are not able to respond to CALL challenges without cooperation and interaction with language theory and pedagogy. To facilitate and formalize this interaction several criteria sets for CALL software has been worked out in recent years. That is why an approach based on using mobile devices is a natural way to transfer the learning process from teaching-centered classroom to a process, which is oriented to individual learners and groups of learners with better emphasis on supporting individual learning styles, user collaboration and different teaching strategies. Pronunciation teaching technology in one of areas, where the automated speech processing algorithms and corresponding software meet the problems of practical phonology. Computer-assisted prosody teaching (CAPT), a sub-domain of CALL, is a relatively new topic of interest for computer scientists and software developers. Present-day advancement of mobile CAPT tools is supported by evolutionary processes in the theory of language learning and teaching. This paper explores language–technology relations using a case of StudyIntonation – a cross-platform multi-functional mobile CAPT tool based on a digital processing core for speech processing, visualization and estimation developed by the authors. We particularly address the problems of developing CAPT evaluation frameworks. To define the problematic points of the project and understand the directions for future work, we discuss an approach to formalized evaluation using a set of CAPT-specific criteria drawing attention to such evaluation factors as general descriptive information, instructional purposes, functionality, usability, and presentation.

scholarly journals A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact

2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cognitive Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Audio Video ◽  
Language Teaching And Learning

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.

scholarly journals Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

2017 ◽  
Vol 10 (12) ◽  
pp. 182 ◽  
Author(s):  
Ashraf Atta Mohamed Safein Salem
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
Business Students ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Listening Skills ◽  
Vocabulary Retention ◽  
Learning And Teaching ◽  
Brain Based Learning

The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/Foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process, including the study of learning styles and intelligence have struck the language learning domain. A due understanding of learners’ learning styles, emotional preferences as well as their memory functions help teachers to build their teaching practices to optimize students’ learning. Brain Based Learning Approach (BBLA) is a natural, motivating, and a positive way that supports and maximizes learning and teaching. The current study implements Brain Based Learning Approach to improve listening skills of Business students, retention and establish positive attitudes with regards to their brain dominance and learning styles. To achieve these aims, listening skills test, vocabulary retention test, adapted form of Robert Gardner Motivation Scale, were developed and used. The sample of the study consists of thirty six Business majors. Findings show that Brain Based Learning Is an effective approach for developing listening skills, consolidate vocabulary recalling and retention. It also helps maximize motivation towards learning language skills.

Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments

ReCALL ◽  
2002 ◽  
Vol 14 (1) ◽  
pp. 120-132 ◽  
Author(s):  
JOHN H. GILLESPIE ◽  
J. DAVID BARR
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Common Learning ◽  
The Uk

This paper examines staff reaction towards the use of Computer Assisted Language Learning (CALL) and Communications and Information Technology (C&IT) in language learning and teaching. It considers the attitudes of colleagues in three different universities, two in the UK and one in Canada. Our findings suggest that staff in these three locations are not resistant to the use of computer technology in learning and teaching but rather that any hesitations they have are due to a range of different factors of a practical kind, ranging from time pressures to course relevance. We found that staff in one institution are clearly more enthusiastic about using CALL and C&IT than colleagues in the other two, but that they were also widely welcomed in the latter. One of the main reasons for this has been the creation of common learning environments on the Web. In addition, findings show that staff already convinced of the benefits that CALL and C&IT bring to the teaching and learning experience (radicals) have a role in encouraging their less enthusiastic colleagues to begin using this form of technology. However, we found that the majority of colleagues are not radicals, but pragmatists, and are willing to make use of CALL and C&IT provided that the benefits are clearly guaranteed. There remains a small minority of conservatives. No suggestions are made as to how to deal with them.

scholarly journals The Importance of Pedagogical Empiricism for Sensitizing University English Language Teachers in Arab Context

2019 ◽  
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Saudi Arabia ◽  
English Language Learners ◽  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Contributing Factors ◽  
Learning And Teaching ◽  
Teaching Learning

There is a significant psychological aversion to English as a foreign language in Saudi Arabia. General weakness among learners opting for English majors and undergraduate learners of the English language is noted. Different learners are unaware of learning styles most suited to them. This research discussed the necessity for sensitizing university teachers towards the contributing factors in the success or failure of teaching and learning the English Language in Saudi Arabia. Teaching-learning processes would be fruitful if the syllabus designers, teachers, and learners become aware of important factors like teacher’s characteristics, learners’ characteristics, teaching materials, and educational institutions. This study aimed to emphasize the role of the English language teacher in facilitating learning processes, through conducting active research of English language learners at Wadi Ad-Dawasir in Saudi Arabia. This research enhances the prospects of pedagogical studies of different language learning and teaching.

scholarly journals Text-to-Speech Software: A New Perspective in Learning and Teaching Word Stress, Word Intonation, Pitch Contour, and Fluency of English Reading

2013 ◽  
Vol 8 ◽  
pp. 24-33 ◽  
Author(s):  
Hussein Meihami
Keyword(s):  
Language Learning ◽  
Reading Fluency ◽  
Teaching And Learning ◽  
Pitch Contour ◽  
Computer Assisted ◽  
Text To Speech ◽  
Learning And Teaching ◽  
Word Stress ◽  
English Reading ◽  
New Perspective

When mentioning technology in the language classroom, the first impulse is to think computer technology, almost because computers have so pervade our daily home, workplace, and society contexts. The aim of this experimental research is to investigate the effect of using Text-To-Speech Software (TTS), one of Computer Assisted Language Learning (CALL) resources in teaching reading, in different aspects of reading fluency. In this study, we investigated teaching and learning of Word Stress, Word intonation, Pitch Contour, and Fluency of English reading through TTS. It should be stated that comprehension had been worked in the program but wasn’t investigated in the study. The study indicated that word stress; word intonation, pitch contour, and fluency had significantly improved by using TTS software.

Internet-Based Technology Use in Second Language Learning

2014 ◽  
Vol 4 (4) ◽  
pp. 69-81 ◽  
Author(s):  
Shuyi Guan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Technology Use ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Education ◽  
Computer Assisted ◽  
Instructional Tools ◽  
Learning And Teaching

Ever since computer technologies were accessible to second language learners and teachers, various types of computer-assisted language learning (CALL) have been harnessed in the service of teaching languages. Most recently, the advent of online technologies has sparked CALL practitioners to integrate this powerful form of teaching and learning into language education. This paper synthesizes the extant research on these online language education activities and the state of current understanding regarding the potential of Internet-based teaching and learning second languages. The results of analyzing extensive studies of Internet-based second language learning reveals that Internet-based technology has been widely used in second language learning. In addition, Internet-based technologies are effective instructional tools for second language learning and teaching.

Foreign language learning and teaching in Germany: A review of empirical research literature from 2005 to 2010

2013 ◽  
Vol 46 (4) ◽  
pp. 477-510 ◽  
Author(s):  
Claudia Finkbeiner ◽  
Agnes Madeleine Olson ◽  
Jennifer Friedrich
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Large Scale ◽  
Research Literature ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Teaching

This article reviews the empirical research literature on foreign language (FL) learning and teaching published between 2005 and 2010 in Germany. It focuses on the empirical studies that have attracted the greatest interest among researchers during this period of time. These include research on educational standards, teacher education, early FL learning, content and language integrated learning, motivation and interest, intercultural learning, literacy, learning strategies and cooperative and computer-assisted language learning. The review reveals rich and diverse research studies in the field of FL teaching and learning. As a relatively young discipline without a longstanding research tradition, this field overlaps in its research interests and methods with other research fields such as educational psychology, linguistics and the educational sciences. The review also shows that the research into FL teaching and learning is to a large degree dominated by small rather than large-scale projects and is characterized by its largely practical relevance. The review ends with recommendations for future research as a conditio sine qua non for further development in the field.

scholarly journals Corpus Linguistics

2014 ◽  
pp. 1129-1144
Author(s):  
Angeline M. Madongonda ◽  
Sithembeni Denhere
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Rural Areas ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Computer Aided

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students' (and teachers') ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

Corpus Linguistics

2014 ◽  
pp. 174-189
Author(s):  
Angeline M. Madongonda ◽  
Sithembeni Denhere
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Rural Areas ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Computer Aided

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students’ (and teachers’) ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

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. 

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