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.

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 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 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.

scholarly journals Is Computer Assisted Language Learning Effective in Improving Learning Vocabulary among Iranian EFL Students?

2014 ◽  
Vol 4 (2) ◽  
pp. 402-407
Author(s):  
Abusaied Janfaza ◽  
Yousof Rezaei ◽  
Afshin Soori
Keyword(s):  
Language Learning ◽  
T Test ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
And Control

The current study tried to investigate the impacts of using Computer Assisted Language Learning (CALL) on the development of vocabulary in comparison to the traditional method of vocabulary instruction by using the printed text materials among Iranian EFL students in a language institute in Jiroft, Iran. To conduct the study, 40 students were selected. Thus, the students were randomly divided into two equal groups of 20 students in each group, an experimental and a control group. A pre-test which was a vocabulary test was administered to all participants. The results of t-test revealed that there was no significant difference between in terms of vocabulary knowledge. The students in the experimental group had 12 sessions of instruction. They used CALL. The control group had the same hours of instruction, but the instruction was on paper and they didn't receive any audio-visual features. The result of paired sample t-test between pre-test and post-test indicated that there was a significant difference between the performance of the experimental and control groups in vocabulary knowledge. The vocabulary knowledge of the participants improved through CALL instruction.

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. 

Game On With Kahoot!

2021 ◽  
Vol 11 (4) ◽  
pp. 40-53
Author(s):  
Eric D. Reynolds ◽  
Richard W. Fuchs ◽  
Peter Johnson
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Student Response ◽  
Bring Your Own Device ◽  
Control Group ◽  
Significant Difference ◽  
Language Classrooms ◽  
Quasi Experimental ◽  
Efl Students

The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental group learned more vocabulary during the course of the study; however, no significant difference in vocabulary learning was found between the groups. The change in motivation level, on the other hand, was significantly higher for the Kahoot! group. Therefore, the findings recommend the use of the Kahoot! GBSRS particularly for often low motivated Asian university EFL students.

Intelligent CALL Systems for Writing Development

2021 ◽  
pp. 252-273
Author(s):  
Niall Curry ◽  
Elaine Riordan
Keyword(s):  
Language Learning ◽  
Technological Innovation ◽  
Language Proficiency ◽  
Writing Development ◽  
Written Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learner Engagement ◽  
Writing Practices ◽  
Teacher Surveys

Technological innovation in supporting feedback on writing is well established in computer-assisted language learning (CALL) literature. Regarding writing development, research has found that intelligent CALL systems that respond instantly to learners' language can support their production of better-written texts. To investigate this claim further, this chapter presents a study on learner use of Write & Improve (W&I). The study, based on learner engagement with W&I and learner and teacher surveys and focus groups, demonstrates that learners find W&I to be engaging and motivating. Moreover, there is evidence of improvements in learner writing practices and written language proficiency. For teachers, W&I can render feedback more efficient, allowing them to focus on more complex aspects of learner texts, while spelling and syntactic accuracy are addressed by W&I. Issues also emerge in the use of W&I, which present problem areas for teachers and learners and which signal important future considerations for CALL research.

Welke Leerlingen Leren het Meest Bij Over DNA?

2009 ◽  
Vol 81 ◽  
pp. 109-119 ◽  
Author(s):  
Koen Van Gorp ◽  
Sven de Maeyer ◽  
Kris Van den Branden
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
School Effectiveness ◽  
Economic Status ◽  
Research Question ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test

Educational priority policy schools differ in the learning outcomes they achieve with second language learners. School effectiveness research suggests that teachers can make a difference, but fails to make clear exactly how they can do so. This quasi-experimental study combines a comparison group design with a control group design to answer the research question "How effective are five primary school teachers in creating powerful learning environments for knowledge construction and academic language learning?" This article focuses on which types of students benefit the most from a classroom intervention, called The case DNA. The case DNA is a task-based lesson unit containing eight clear lesson objectives and the necessary lesson materials and learning activities to realize these lesson objectives. The teachers were free to adapt the lesson unit to their own teaching styles. The results of the students on the pre-test, post-test and delayed post-test DNA were analysed using multilevel analysis. Results show that socio-economic status, language proficiency, number of turns, teacher expectations and home language Turkish predict differential learning outcomes.

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