Form-focussed Instruction in CALL: What Do Learners Think?

RELC Journal ◽  
2018 ◽  
Vol 50 (2) ◽  
pp. 235-251 ◽  
Author(s):  
Sima Khezrlou
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching And Learning ◽  
Vocabulary Acquisition ◽  
Word List ◽  
Reading Program ◽  
Substantial Part ◽  
Computer Assisted ◽  
Use Of Technology ◽  
Technology In Teaching

The ways that Iranian universities prepare their students for their future academic and professional lives are changing. Many universities have launched innovative practice in the use of technology in teaching and learning, aiming to present student learners with an engaging experience. The adoption of an innovation necessitates considering the beliefs about it as a substantial part of its integration. The purpose of this study was to explore Iranian university learners’ attitudes towards a computerized reading program in promoting vocabulary acquisition and reading comprehension. A total of 52 participants read multi-glossed computerized texts in FonF ( N = 27) and FonFs ( N = 25) conditions. In FonF condition, learners read the texts for comprehension and accessed the multimedia glosses, whereas in FonFs, participants were presented with a word list of the target lexical items prior to on-screen reading. Evidence from both quantitative and qualitative measures unravelled the overall success of the program in bringing about a gradual and consistent improvement in learners’ vocabulary learning and reading comprehension. Whereas vocabulary acquisition benefited equally from both FonF and FonFs practices, reading comprehension performance was greater under FonF condition. The effects that each instructional practice had on the different aspects of computer assisted language learning in vocabulary acquisition and reading comprehension are discussed in detail.

A Review of CALL and L2 Reading

2011 ◽  
Vol 1 (4) ◽  
pp. 49-58 ◽  
Author(s):  
Lance R. Askildson
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Second Language Reading ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Reading ◽  
Self Study ◽  
Incidental Vocabulary

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

scholarly journals Students’ Perspectives towards Innovation of Technology in Teaching and Learning of Language

2017 ◽  
Vol 2 (2) ◽  
pp. 121
Author(s):  
Nor Shahila Mansor ◽  
Hazlina Abdul Halim ◽  
Normaliza Abd Rahim
Keyword(s):  
Technological Innovation ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Interactive Video ◽  
Computer Assisted ◽  
Video Teleconferencing ◽  
Qualitative And Quantitative ◽  
Printed Media ◽  
Use Of Technology ◽  
Technology In Teaching

This study provides a discussion of the innovations, in particular students’ perspectives towards the use of technology in teaching and learning. The study aimed to (1) identify methods of teaching and learning that can be applied in the classroom to engage students, (2) to determine factors in selecting the methods of teaching and learning by respondents. The data of this study were collected through questionnaire. The respondents of the study consisted of 150 undergraduate students from various programs aged between 19 and 23 at Universiti Putra Malaysia. The race or ethnicity of the respondents is disregarded as it is irrelevant to the objectives of the study. The results were presented in qualitative and quantitative. From 7 types or options of technological innovation listed, all of the respondents (100%) tend to prefer the use of various media as well as computer-assisted teaching as innovations in teaching and learning. Meanwhile, a total of 139 respondents (93%) prefer the use of overhead projector and the use of VCD in the classroom. 123 students (82%) choose the video teleconferencing approach, 113 students (75%) choose the use of interactive video and 90 of the respondents (60%) favour the use of printed media such as advertisements in newspapers, magazines and etc. In line with the development of technology, innovation in teaching and learning is viewed as a prerequisite in optimizing the output of education. This study also shows to the importance of the innovation to ensuring the continuity of education.

scholarly journals Malaysian Students’ Experience and Motivation using Web-Based Activities to Learn English Language Vocabulary

2019 ◽  
Vol 8 (2S9) ◽  
pp. 878-881
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Web Based ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Malaysian Students ◽  
Learning English

The place of technology in teaching and learning is established. However, there is the need to consider motivational variables in the use of technology as relating to language learning. This paper thus explored the Malaysian students’ experience and motivation using web-based activities in learning English vocabulary. Questionnaire was administered on the selected sample of the pupils and the data were analyzed using simple percentage. Finding revealed that the students had adequate experience using technology and felt motivated using web-based activities in learning vocabulary. These findings show that Malaysian’s status in terms of using technology to solve classroom problem. It was this concluded that the use of technology related activities and applications should be encouraged.

scholarly journals The Effect of Integrating Computer-Assisted Language Learning Materials in L2 Reading Comprehension Classroom

2013 ◽  
Vol 9 ◽  
pp. 49-58 ◽  
Author(s):  
Hussein Meihami ◽  
Zeinab Varmaghani
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Reading ◽  
Comprehension Skill ◽  
L2 Reading Comprehension

With the turn of the century, Computer-Assisted Language Learning (CALL) has got the center of attention in second and foreign language learning (ESL/EFL). Triggering with the technology of the day, Computer-Assisted Language Learning was integrated with language skills, speaking, listening, writing, and reading to serve as the medium of teaching and learning in L2 classrooms. This paper is an investigation of the effect of integrating CALL materials in L2 reading comprehension classrooms. The study was conducted in two classes each included 30 students attending a course on English reading comprehension at the Azad University in Qazvin, Iran. The comparison between the experimental and the control group pinpoint that CALL materials improve reading comprehension skill among EFL low advanced students. It was also revealed that most students have positive attitude toward CALL. The results suggests that using CALL materials both in teaching and learning reading comprehension of L2 is beneficial in allowing learners to make improvements in reading comprehension

A Review of CALL and L2 Reading

2012 ◽  
pp. 50-61
Author(s):  
Lance R. Askildson
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Second Language Reading ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Reading ◽  
Self Study ◽  
Incidental Vocabulary

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

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 STRATEGIES IN IMPROVING READING COMPREHENSION THROUGH VOCABULARY ACQUISITION

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Khairil Razali ◽  
Irhami Razali
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Large Vocabulary ◽  
Written Text ◽  
Written Texts ◽  
L2 Learners ◽  
Basic Ideas ◽  
Basic Features

Vocabulary acquisition concerns on how people expand the numbers of words they understand when learning a new language. Knowing words in a second or foreign language is vitally important because the reader will be able to understand the written text well and the speaker will be able to communicate basic ideas through vocabulary even if the person does not understand how to create a grammatically correct sentence. As Madsen argued, “mastering vocabulary is the primary thing that every student should acquire in learning English” (Harold, 1983). Therefore, acquiring a sufficiently large vocabulary is one of the important tasks faced by L2 learners in order to comprehend the written texts in reading as one of the four basic features of language learning.

scholarly journals MODELING LEARNING GAME BASED DIGITAL TO CHILDREN OF SENIOR HIGH SCHOOL FOR GEOGRAPHY SCIENCE BASED ON UNITY

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Astrid Novita Putri ◽  
Wiratama Adi Wibawa
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Major Effect ◽  
Effective Solution ◽  
Unity 3D ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Learning Game ◽  
Information And Communication

The development of information and communication technology is now a major effect on manyaspects of life, even human behavior and activities are now a lot depends on the information andcommunication technology. One example is the use of technology in teaching and learning, namely withthe game. The game is already familiar to the students. When students are lazy to read books whilestudying, they are cool to play games. Therefore, the author makes an effective solution in learning sothat they are not lazy to study. This game was designed with the concept of 2D so it can be run onsmartphones that have lower specs. To build this game, the author uses Unity 3D 5.4. So, students canlearn with pleasure and do not get bored while studying.

Mastering Technology-Enhanced Language Learning, Computer-Assisted Language Learning, and Mobile-Assisted Language Learning

2017 ◽  
pp. 157-180 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Digital Age ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Modern Language ◽  
Mobile Assisted Language Learning ◽  
Impact Of Technology

This chapter explains the overview of Technology-Enhanced Language Learning (TELL); the overview of Computer-Assisted Language Learning (CALL); the relationship between Computer-Mediated Communication (CMC) and language learning; the overview of Mobile-Assisted Language Learning (MALL); and the technological utilization for language learning in the digital age. TELL, CALL, and MALL significantly deal with the impact of technology on teaching and learning the second language or foreign language. TELL, CALL, and MALL are the utilization of the advanced devices as the technological innovation to display multimedia as the modern language learning methods in the digital age. TELL, CALL, and MALL effectively improve learning motivation and develop better attitudes in students and language learners toward language learning. The chapter argues that encouraging the applications of TELL, CALL, and MALL has the potential to improve language learning performance and reach strategic goals in the modern language learning environments.

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.

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