scholarly journals Motivating EFL Students with Conversation Data

2018 ◽  
Vol 9 (6) ◽  
pp. 1138
Author(s):  
Austin Gardiner
Keyword(s):  
Language Learning ◽  
Test Performance ◽  
Communicative Competence ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Test Results ◽  
Efl Learners ◽  
Strategic Reading ◽  
System A ◽  
Efl Students

Motivating learners of English as a Foreign Language (EFL) to improve their speaking fluency is challenging in environments where institutions emphasize reading and listening test performance. The focus tends to shift to strategic reading and listening first in order to attain acceptable test results, often at the expense of communicative competence. Computer Assisted Language Learning (CALL) is well positioned to assess and develop communicative competence for EFL learners, and to motivate them to speak. This article introduces the Objective Subjective (OS) Scoring system, a CALL system which sets clear immediate goals on the path to better communicative competence with data from videoed conversation sessions. It motivates learners to improve on their data in every consecutive conversation session, whereby an environment is created which facilitates conversation practice as well as individual error correction.

scholarly journals The Effect of Computer-Assisted Language Learning on Iranian EFL Students Listening Comprehension

2013 ◽  
Vol 11 ◽  
pp. 57-65 ◽  
Author(s):  
Hussein Meihami ◽  
Bahram Meihami ◽  
Zeinab Varmaghani
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Listening Skill ◽  
Advanced Students ◽  
Efl Students ◽  
Age Range ◽  
Experimental Group

Listening has often played second fiddle to its counterpart, speaking (Brown, 2007). Because of the complexity involved in both teaching listening and assessing it, listening skill hasn’t been overlooked in comparison with other skills, speaking, reading, and writing. This problem has been multiplied when somebody looks at listening skill in EFL contexts. This research describes a study exploring the effect of Computer-Assisted Language Learning (CALL) on listening skill of Iranian EFL learners. A total of 74 Iranian Advanced students of English all male and with the age range of 20 to 22 participated in this study. They were divided into one experimental group (N = 37) and one control group (N = 37). While in the experimental group CALL was the dominate instrument in teaching listening skill, in the control group there was no use of CALL material. The findings of this study reveal that CALL materials have significant effect on improving Iranian Advanced EFL learners listening.

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners’ Vocabulary Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 96
Author(s):  
Fatemeh Enayati ◽  
Abbas Pourhosein Gilakjani
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners’ vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants’ previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.

scholarly journals Enhancing Writing Performance of Iranian EFL University Students in the Light of Using Computer Assisted Language Learning

2018 ◽  
Vol 1 (2) ◽  
pp. p47
Author(s):  
Mustapha Hajebi
Keyword(s):  
Language Learning ◽  
Process Model ◽  
Computer Software ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Writing Performance ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Comparison Of The Results

The purpose of this research is to improve the performance of Iranian EFL students writing process model based on technology to see computer software checked the grammar, punctuation, spelling and the performance of students. So there is in need of different conditions to design protocols for using computer assisted language learning to improve students’ performance. A quantitative method including pre- test and post -test followed in this study. The study lasted for four weeks with naturalistic use of computer software in the writing instruction of experimental group to check the performance of students based on using computer assisted language learning. The present study involves various techniques in writing performance in contrast with other traditional methods. Computer assisted language learning was employed to compare and assess the writing performance. The results of the study support the idea that word processors improve the EFL learners’ writing mechanism. Computer assisted language learning gives best path for the writing performance of students and also decreases mistakes in writings. This research provides recommendable performance for EFL learners, EFL teachers to adopt the technique in their classes to advance their students' language learning. Therefore, a comparison of the results after the next course cycle will then allow to impose the effects of enhancing writing performance, which would not be possible without using computer assisted language learning approach.

scholarly journals EFL Learners’ Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Riam K. Almaqrn ◽  
Abdulrahman M. Alshabeb
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
High Rate ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Correct Pronunciation ◽  
Level 3

The aim of this study is to examine the attitudes of Saudi students of English towards proper pronunciation, and podcasts as a facilitator of proper pronunciation. It will discover the importance given to correct pronunciation, as well as gauging learners’ attitudes towards the possibility of introducing podcasts as a new language input tool for facilitating improvements in pronunciation. To achieve this, the previous literature in this area is reviewed, followed by presenting the results and analysing the data from an attitudinal questionnaire distributed amongst 23 Level 3 Saudi EFL learners from the department of English at Imam University. The questionnaire is divided into two parts- one concerning proper pronunciation, and the other podcasts. The data analysis shows that the participants, in spite of the low rate of improvement in their pronunciation, have positive attitudes towards the proper pronunciation of English. This outcome is compatible with previous studies` results, which assert that having a positive attitude towards a particular language and its speakers can improve pronunciation. The students were presented with a total of five podcasts related to their speaking and listening textbook for use over an eight week period, and at the end of this time they were requested to complete the questionnaire. The findings support the usefulness of examining learners` attitudes towards new Computer Assisted Language Learning (CALL) applications before using them in a practical way. The results show a high rate of acceptance of podcasts and that, overall, the students have positive attitudes towards them.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

The Effect of Wiki and E-portfolio on Writing Skill of Iranian Intermediate EFL Learners

2018 ◽  
Vol 7 (3) ◽  
pp. 170
Author(s):  
Fatemeh Zahra Akbari ◽  
Shiva Seyed Erfani
Keyword(s):  
Language Learning ◽  
Alternative Assessment ◽  
Preliminary Test ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Writing Skill ◽  
Technological Developments ◽  
Do So

Alternative assessment has made remarkable changes in SLA instruction. Along with the assessment, Computer Assisted Language Learning (CALL) and technological developments have penetrated into instruction as well. This study was an attempt to compare the effect of wiki and e-portfolio on writing skill of Iranian intermediate EFL learners. To do so, 81 out of 107 participants of 9 intact classes were homogenized by the Preliminary Test of English. They attended a 14 session term in two experimental and one control groups. Following the pretest, the writing points were taught in each group. Meanwhile, the students in both experimental groups were instructed to use technology (wiki and e-portfolio) to write their assignments on specific topics, and also they were requested to assess, to give feedback and comments on their classmates’ assignments online and working collaboratively on their feedback in the classes accompanied with the feedback provided by the teacher. Besides, the students in control group were required to do their assignments paper-based and bring them back to the class in order to correct problems. At the end, the posttest of writing was administrated. The results of statistical analysis revealed that applying CALL in both forms of wiki and e-portfolio were significantly more effective in learners’ writing than the conventional way. However, wiki could encourage higher levels of progress in writing skill in comparison with using e-portfolio.

scholarly journals The effect of podcast on vocabulary learning of elementary EFL students

2019 ◽  
Vol 11 (1) ◽  
pp. 1097-1102
Author(s):  
Saeid Angouti
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Vocabulary Learning ◽  
Choice Test ◽  
Placement Test ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Control Group Design ◽  
Efl Students

The present research which is within the domain of computer-assisted language learning (CALL) will try to show the effect of using podcasting on vocabulary learning of elementary EFL learners. In this experiment, the researcher will go through a pretest-posttest control group design to find out the effect of using podcasts on an experimental group in comparison with a common way of teaching vocabulary in the control group where the teacher presents a list of the same words by writing on the board, repeating and translating them. The participants of this study will be at the elementary level. In order to have relatively the same level of language proficiency, an Oxford Placement test (OPT) is going to be used at the beginning of the research. At the end of the semester (after 2 months), both groups will be examined by the same multiple-choice test to assess their performance on the material. The results will show whether using podcast has any effect in developing knowledge of vocabulary.

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