scholarly journals Integrating Computer-Assisted Language Learning into ESL Classroom: Formation of Moral and Aesthetic Values

2021 ◽  
Vol 11 (1) ◽  
pp. 24-29
Author(s):  
A. Bobunova ◽  
◽  
M. Sergeeva ◽  
E. Notina
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Bloom's Taxonomy ◽  
Structured Interview ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Group 2 ◽  
Group 1

Information and communication technologies (ICT) have given a modern teacher a powerful incentive for his own professional and creative development, as well as improved the quality of educational services provided. The purpose of this paper is to consider revised Bloom’s taxonomy as the way to implement the moral and aesthetic education of students by means of computer-assisted language learning (CALL). The study involved 84 ESL teachers from 10 secondary Moscow schools. The participants were selected from those who engaged students into e-learning effectively. Group 1 (42 participants) was asked to use revised Bloom’s taxonomy to have moral and ethical impact on school children. Group 2 (42 participants) consisted of teachers who had to implement the moral and aesthetic component using ICT on their own. After conducting a semi-structured interview and comparing the collected data of the two groups according to Student’s t-test it was found that most of the participants in group 1 expressed a positive opinion about the introduction of revised Bloom's taxonomy in CALL. The results of the study confirmed that the structuring of electronic resources and students’ activity according to Bloom's objectives leads to easier implementation of the moral and aesthetic component in CALL.

scholarly journals Descriptive study of the kinds of questions asked by novice teacher on mathematics learning process

2017 ◽  
Vol 2 (1) ◽  
pp. 209
Author(s):  
Labiba Zahra ◽  
Tri Atmojo Kusmayadi ◽  
Budi Usodo
Keyword(s):  
Learning Process ◽  
Novice Teacher ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Bloom's Taxonomy ◽  
Structured Interview ◽  
Rhetorical Question ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Main Activity

<p class="Abstract">This study described the kinds of a question asked by novice teacher on mathematics learning process of senior high school. The data were collected by passive participation observation and a semi-structured interview. The validity of data was obtained through the triangulation of method, triangulation of time and member check. The data analysis technique used in this study is descriptive analysis. The result of this study showed that at the preliminary activity, the question asked by the novice teacher based on objective only compliance question. At the main activity, the novice teacher asked compliance question, prompting question, probing question and sometimes rhetorical question. The kind of questions based on the cognitive dimension of Revised Bloom’s Taxonomy that was asked by novice teacher only remembering question. At the main activity, the novice teacher asked the question of remember, understand, apply, analyse and evaluate. At the closing activity, the teacher does not ask the question based on objective and Revised Bloom’s Taxonomy. </p>

scholarly journals Using Computer-assisted Language Learning in Classrooms: What Does Research Say about Teachers' Beliefs and Practices?

2019 ◽  
Vol 9 (6) ◽  
pp. 723
Author(s):  
Zainab Alsuhaibani
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Beliefs And Practices ◽  
Equal Importance ◽  
Teachers Beliefs ◽  
Language Classrooms ◽  
Beliefs About Technology

The last decades have witnessed the introduction of Information and Communication Technologies (ICTs) into the field of education. This introduction has brought in major changes in the traditional view of language teaching and learning. Accordingly, the implementation of technology through Computer-Assisted Language Learning (CALL) and its success has become of particular interest. However, the success of CALL implementation does not merely depend only on economic investments. In fact, teachers play a major role in using technology successfully in classrooms (Galvis, 2012). Thus, it is important to investigate teachers' beliefs about CALL implementation and see whether they practically practice their beliefs in classrooms. Of equal importance is to investigate and question why some teachers do not practice their beliefs. This paper attempts to shed light on teachers' beliefs and practices of CALL implementation in classrooms. First, teachers' beliefs are defined and their importance and formation process are presented.  Then, teachers' beliefs about CALL implementation in language classrooms are discussed along with the factors that affect them. A discussion of whether teachers' beliefs about technology entail their actual practice is then provided. Finally, barriers hindering teaches' practices of technology in language classrooms are explained.

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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