scholarly journals Adopting a Mixed Method Needs Analysis for CALL Research

2021 ◽  
Vol 102 ◽  
pp. 01002
Author(s):  
Eunjeong Park
Keyword(s):  
Mixed Methods ◽  
Language Learning ◽  
Mixed Method ◽  
Technology Leadership ◽  
Needs Analysis ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Use Of Technology ◽  
Integration Planning ◽  
Definition Of

This paper discusses arguments on necessitating needs analysis with mixed methods in computer-assisted language learning (CALL). CALL researchers argue that a lack of technology integration planning hinders using technology effectively in schools. This would be because teachers may not be wellprepared regarding the use of technology leadership and integration, calling for needs analysis. The purpose of this paper is to examine the definition of needs, potentials and challenges of using mixed methods to develop needs analyses and concludes with the considerations of needs analysis with mixed methods in CALL research.

scholarly journals The Influence of Computer Assisted Language Learning (Call) to Improve English Speaking Skills

2019 ◽  
Vol 8 (10) ◽  
pp. e438101413
Author(s):  
Dyah Ratnaningsih ◽  
Faris Nofandii ◽  
Damoyanto Purba ◽  
Daviq Wiratno
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Class A ◽  
Use Of Technology ◽  
Lecture Method ◽  
Significant Difference ◽  
Speaking Skill ◽  
English Speaking ◽  
Computer Aided Learning

The use of technology in learning has grown rapidly. One of them is learning English using Computer Assisted Language Learning or CALL. CALL is a computer-aided learning media used in the field of education which easy to access, spread and stored. Afterwards, this study tried to determine the influence of CALL media with lecture method and discussion to improve the cadets’ English speaking ability. This study used quantitative approach and descriptive quantitative analysis that revealed the problems occurred during the English learning. Statistical analysis is used by reviewing the learning process which were involving 50 cadets in both class A and B. The findings showed a significant difference of the use of CALL media in lecture method and discussion on English speaking skill.

Portable Handheld Language Learning from CALL MALL to PALL

2011 ◽  
pp. 539-553 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Virtual Learning ◽  
Handheld Devices ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
The Future ◽  
E Learning ◽  
Definition Of

This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL) practitioners. Portable handheld language learning refers to mobile, virtual, and ubiquitous language learning mediated through mobile handheld devices. Currently, both computer assisted language learning (CALL) and MALL seem to dominate the act of language learning. Against this background the chapter first provides a brief review of CALL, highlighting CALL technologies helping mediate language learning. Second, it delineates features typifying e-Learning and contends that CALL is more closely linked to traditional e-Learning than MALL. Third, it provides empirical instances of MALL and argues that the future of language learning lies more with MALL and especially with pen assisted language learning (PALL) than with CALL. Finally, it maintains that an all-encompassing and multidimensional definition of mobile learning is necessary if MALL is to evolve into a mainstream virtual learning enterprise.

scholarly journals Pre-service English teachers' experience with various CALL applications: Hindrances and reflection

2021 ◽  
Vol 8 (1) ◽  
pp. 99-114
Author(s):  
Syafryadin Syafryadin ◽  
Veronika Unun Pratiwi ◽  
Dian Eka Chandra Wardhana
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Mixed Method ◽  
Role Models ◽  
English Teachers ◽  
Ease Of Use ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Internet Connection ◽  
Method Approach

Computer assisted language learning (CALL) is one of the alternative ways used by teachers in teaching English. This research aims to find out various CALL applications used by the pre-service English teachers, the difficult skills faced by students, hindrances, and pre-service teachers’ reflection. A mixed-method approach with questionnaires, interviews guideline, and observation checklist were employed by the researchers. The sample consisted of 30 pre-service English teachers and 750 students. The data analyses were done by using simple statistics calculations, codes, and categories. The results showed that pre-service English teachers applied various CALL applications, in which the majority of them used Hello English for speaking in the classroom because of the ease of use of the application. The most difficult skills learned by students were listening, and the easiest skill was reading. Another finding is related to hindrances during CALL applications which included internet connection, material understanding, CALL application procedures, assessment, discipline, cost, and learning style. However, those problems were eventually solved by pre-service English teachers. Furthermore, pre-service teachers wrote their teaching reflection to know their evaluation of their teaching. The reflections showed that they could solve the problems, made, and revised lesson plans, and brought good role models in the classroom.

scholarly journals The Relationship between the Use of Computer Assisted Language Learning (CALL) and Computer Knowledge and Facilities: A Mixed-Method Study

2020 ◽  
Vol 7 (7) ◽  
pp. 323
Author(s):  
Tarlan Bahadori Ghashghaei ◽  
Sara Kashefian-Naeeini ◽  
Amin Marzban
Keyword(s):  
Language Learning ◽  
Mixed Method ◽  
High Speed ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mixed Method Research ◽  
Educational Settings ◽  
Structured Interviews ◽  
Computer Based Training ◽  
Computer Knowledge

The emergence of Computer Assisted Language Learning (CALL) has drastically changed the mode of teaching in many educational contexts. CALL can not only facilitate meaningful language learning but it can also accelerate it while giving students’ learning more depth and breath. Different types of learning in general and distance learning in particular, which is now prevalent in the present Corona pandemic, is not feasible without computer-based training. A mixed-method research design was adopted in one semester. The study measurement consisted of two sections: a quantitative section in which a survey questionnaire was utilized and a qualitative one in which, on the whole, 30 sessions of semi-structured interviews were conducted with participants to understand instructors’ opinion about merits of using CALL in teaching English. Using non-parametric test of Spearman correlation and the independent samples t-test, it was illuminated that having computer facilities impels instructors to make the most of CALL in educational settings. Moreover, high speed, facilitating learning, facilitating training, and attractiveness have been extracted as the most significant merits of CALL use as revealed from semi-structured interviews. It is suggested that educational settings be fully equipped with computer facilities as they pave the way for the facilitative application of CALL.

TELL, CALL, and MALL

2020 ◽  
pp. 118-134
Author(s):  
Francisco Javier Palacios Hidalgo
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Economic Changes ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
The World

Language learning has become a key objective for providing new generations with competences that allow them to cope with the challenges of the 21st century. However, the socio-economic changes affecting the world have provoked the development of what has been called “language gap,” which implies that not everybody has the means to access language learning. In this situation, new educational approaches characterized by the use of technology have emerged making language learning more accessible than ever before. Among the possibilities, TELL (technology-enhanced language learning) and more particularly CALL (computer-assisted language learning) and MALL (mobile-assisted language learning), offer a great potential for this purpose. Thus, this chapter aims to revise the concepts of TELL, CALL, and MALL and explore their possibilities for language learning and, ultimately, examine their potential for bridging the language gap.

scholarly journals Telecommunication Regulation in Bangladesh: An overview

IIUC Studies ◽  
2016 ◽  
pp. 157-172
Author(s):  
Anju Man Ara Begum ◽  
Mohammad Hasan Murad ◽  
Kazi Arshadul Hoque
Keyword(s):  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Language Education ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
International Language ◽  
Language And Literature ◽  
Method Approach

Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new genre: ‘Computer Assisted Language Learning’ (CALL). Following a Mixed Method Approach, this study investigates some of the issues relating to the use of CALL in the Department of English Language and Literature (ELL) at International Islamic University Chittagong (IIUC). The findings indicate some barriers that seem to impede the integration and the implementation of CALL in the department.IIUC Studies Vol.10 & 11 December 2014: 157-172

Legacies of the COVID-19 pandemic for language education: Focusing on institutes managers’ lived experiences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dara Tafazoli ◽  
Samira Atefi Boroujeni
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Critical Role ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Content Type ◽  
Managerial Decisions ◽  
Use Of Technology ◽  
Flexible Schedule

Purpose This paper aims to compare the use of technology in language institutes before and amid the COVID-19 pandemic. Then, the authors illustrate the legacies of the COVID-19 pandemic for language institutes from the managers’ perspective. Design/methodology/approach In the current study, the authors went through a systematic process of collecting qualitative data, discovering sub-categories, forming categories out of them and explaining the topic under investigation using selected categories. Findings The findings showed that the use of technology has dramatically changed from limited usage for administrative purposes and computer-assisted language learning to building the future of an institute based on online education. Also, the health and education pandemics had positive legacies for language education in making a decision to move to fully online education for having a more sustainable organization, solving the potential problems of an organization with collaboration and cooperation between the managers and employees based on integrity, developing teachers’ knowledge, literacy and skills which lead to the best practices in online language teaching and shifting to flexible schedule based on the students’ needs and timetable which increases the accessibility of language education. Originality/value Based on the review, none of the previous research focused on the critical role of managers in language institutes facing the pandemic. Thus, the relationship between managerial decisions in technology integration, readiness for transformation and moving to online language education is still vague.

scholarly journals Knowledge Management of the Esp Class Using Technology

2018 ◽  
Vol 24 (1) ◽  
pp. 262-266
Author(s):  
Irina Ioana Bocianu
Keyword(s):  
Knowledge Management ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Use Of Technology ◽  
Competitive Labor Market ◽  
New Generation ◽  
Listening And Speaking

Abstract The present study aims at analyzing the benefits and drawbacks of knowledge management of the ESP class through the use of technology. Being in constant contact with technology, it is unavoidable to use it for teaching foreign languages. For this reason, both CALL (Computer Assisted Language Learning) and mobile apps prove useful in the demarche for better teaching and learning process. Nevertheless, managing blended learning ESP class implies a different approach to technology that goes beyond the classic use of Web 2.0 tools and proposes a new generation of mobile technology that facilitates and even simplifies the acquisition of all the four competencies (for ESP): reading, writing, listening and speaking for students ranging A2 to C1 (usually few students are absolute beginners and other few have native-like English level) in compliance with the Common European Framework of Reference for Languages whose guidance aids instructors prepare students for the competitive labor market

scholarly journals Language learning in Blended And Tandem with Brazilian partners: flexible learning models / Ensino de línguas em Blended e Tandem com parceiros brazileiros: modelos de ensino flexíveis

2017 ◽  
Vol 10 (2) ◽  
pp. 123-144
Author(s):  
Ulisses Tadeu Vaz De Oliveira
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Pilot Project ◽  
Learning Opportunities ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Use Of Technology ◽  
Experience Teaching ◽  
Tandem Learning

ABSTRACT: This case study aims at arriving at a thorough understanding of the complexities at issue for the implementation and development of the in-curriculum discipline of English in the School of Business and Hospitality in a Brazilian university targeting internationalization. On top of that, the program has a technological approach, which is, in other words, the use of technology (specifically ICT) as pivotal to maximize learning opportunities through a flexible delivery of instructions. The program was primarily designed by the approach of blended learning, but this case study also describes a merge with tandem learning in which it was a pilot project. I initially present theories that have framed this research. Next, I share my experience teaching and coordinating the program, and then I make some considerations about positive aspects and upcoming challengesKEYWORDS: Computer-Assisted Language Learning; blended learning; tandem learning; Systemic-Functional Linguistics; ICT.RESUMO: O presente estudo de caso tem como objetivo chegar a uma extensa compreensão das complexidades em questão para a implementação e o desenvolvimento da disciplina curricular de Inglês na Escola de Negócios e Hospitalidade de uma universidade brasileira, visando a sua internacionalização. Além disso, o programa tem uma abordagem tecnológica, ou seja, o uso da tecnologia (especificamente TIC) como elemento crucial para maximizar oportunidades de aprendizagem através de um modelo flexível de ensino. O programa foi principalmente desenvolvido com enfoque na abordagem do blended learning. No entanto, este estudo de caso também descreve uma mesclagem com o tandem learning num projeto piloto. Inicialmente, são apresentadas as teorias que enquadram a pesquisa; em seguida, compartilhamos nossa experiência de ensino e coordenação do programa para, então, fazer algumas considerações sobre aspectos positivos e desafios futuros.PALAVRAS-CHAVE: Aprendizagem mediada pelo computador; blended learning; tandem learning; Linguística Sistêmico-Funcional; TIC.

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