scholarly journals The Differences between English and Russian Language Teachers' Attitudes towards CALL

2021 ◽  
Vol 8 (10) ◽  
pp. 147
Author(s):  
Ali Asghar Ahmadishokouh ◽  
Fatemeh Samadi
Keyword(s):  
Language Learning ◽  
English Language ◽  
New Technologies ◽  
Russian Language ◽  
Language Teachers ◽  
Computer Assisted ◽  
Use Of Technology ◽  
Significant Difference ◽  
Actual Use ◽  
Teachers Attitudes

Teachers play an important role in the implementation of Computer Assisted Language Learning(CALL) into language classes and their attitudes have proved to be significant predictors of using technology in their classes. In other words, Teachers’ attitudes are considered as a major factor that influences the use of new technologies in the educational settings. Thus, their attitudes toward computer can play an important role in the acceptance and actual use of technology in teaching in general and language teaching in particular. A review of the literature shows many examples of student voice reports, but not enough studies have conducted on teachers’ attitudes towards CALL. This study was an attempt to address the possible differences between the English and Russian language teachers' attitudes towards incorporating CALL  into their teaching professions. To this end a number of 53 English teacher and 52 Russian language teachers participated in the study. They were asked to fill  the  E & L teachers' attitude toward CALL questionnaire.The collected data was analyzed using SPSS 22 through running independent sample T- test. The result indicated that there is a significant difference between English and Russian teachers' attitude towards CALL. Moreover, it was concluded that English language teachers have more positive views towards incorporating CALL into their teaching.

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.

scholarly journals Effect of Tell Me More on EFL undergraduate students’ English Language achievement

Open Praxis ◽  
2017 ◽  
Vol 9 (4) ◽  
pp. 449
Author(s):  
George Gyamfi ◽  
Panida Sukseemuang
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Technologies ◽  
Computer Assisted ◽  
Language Achievement ◽  
Learning Program ◽  
Proficiency Levels ◽  
Achievement Data ◽  
Significant Difference ◽  
The Impact

This descriptive study aimed at finding the impact of Tell Me More (TMM), an online language-learning program, on English as a foreign language (EFL) undergraduate learners’ achievement in a University in Thailand. The study also looked at whether the time of use of TMM had an effect on learners’ achievement. Data was collected from the scores of students at four proficiency levels who did the placement, progress and achievement tests in the TMM program for the 2015 academic year. The analysis of the data indicated an improvement in English language achievement for the beginner and advanced proficiency levels after the use of the TMM program. However, TMM did not have any effect on students of intermediate+ and intermediate proficiency levels. The ANOVA and pairwise comparison analysis revealed a significant difference between the proficiency levels. The analysis of the time on task was striking. It raises concerns about the use of time as the sole indicator for assessment. The findings suggest that learning goals and assessment have the capacity to influence the use of computer-assisted language learning technologies. The study therefore will guide instructors on how to design curriculums for autonomous online learning and improve ways of assessment.

scholarly journals The Effect of Typographical Features of Subtitles on Nonnative English Viewers’ Retention and Recall of Lyrics in English Music Videos

2017 ◽  
Vol 6 (7) ◽  
pp. 122
Author(s):  
Farshid Tayari Ashtiani
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Music Videos ◽  
Music Video ◽  
Control Group ◽  
Computer Assisted ◽  
English Music ◽  
Significant Difference ◽  
English Language Teachers ◽  
Experimental Group

The goal of this study was to test the effect of typographical features of subtitles including size, color and position on nonnative English viewers’ retention and recall of lyrics in music videos. To do so, the researcher played a simple subtitled music video for the participants at the beginning of their classes, and administered a 31-blank cloze test from the lyrics at the end of the classes. In the second test, the control group went through the same procedure but experimental group watched the customized subtitled version of the music video. The results demonstrated no significant difference between the two groups in the first test but in the second, the scores remarkably increased in the experimental group and proved better retention and recall. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural contents in videos via Computer Assisted Language Teaching approach.

scholarly journals New technologies and new literacies in the english classroom: a study

2019 ◽  
Vol 14 (31) ◽  
pp. 168-186
Author(s):  
Silene Cardoso
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
New Technologies ◽  
General View ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Nuevas Tecnologías

ABSTRACT This article presents and briefly discusses some results of a survey conducted as part of a study on multiple literacies and the use of technology in English as a Foreign Language (EFL) classroom. An online questionnaire has been sent to English teachers of the third cycle and secondary education in Portugal with the aim to investigate their perceptions on the use of new technologies, particularly Web 2.0 tools, in their teaching practice. This article focuses particularly on the results from the questions related to materials and digital tools frequently used, teachers’ general view on the use of technology, as well as the digital and critical literacies approach. It has been found that although technology seems to be part of the teaching practice of this group of teachers – and although further research is necessary to deeply understand the actual use of technology in this particular scenario – it can be assumed that suitable guidance, training and further development of appropriate materials for teachers and students are necessary to facilitate and better integrate new technologies in the EFL classroom.   Keywords: New technologies and language learning. Multiliteracies. Digital literacies. Critical thinking. English language teaching. RESUMO Este artigo apresenta e discute brevemente alguns resultados de uma pesquisa realizada como parte de um estudo sobre múltiplas literacias e o uso da tecnologia na aula de inglês como língua estrangeira (English as a Foreign Language – EFL) (Cardoso, 2017). Um questionário online foi enviado a professores de inglês do terceiro ciclo e secundário, em Portugal, com o objetivo de investigar as perceções e as opiniões deles a respeito do uso das novas tecnologias, especialmente dos recursos da Web 2.0, em sua prática profissional. O presente artigo enfoca particularmente os resultados obtidos das perguntas relacionadas à frequência de uso de materiais e recursos, à visão dos professores sobre o uso da tecnologia, assim como à abordagem das literacias digitais e críticas. Embora a tecnologia pareça fazer parte da prática discente desse grupo de professores, e ainda que pesquisas adicionais sejam necessárias para entender melhor o uso real dessa tecnologia nesse cenário em particular, é possível dizer que são necessárias algumas medidas para que a integração significativa e eficaz das novas tecnologias nas salas de aula de EFL, tais como, orientações adequadas e treinamento aos professores, e maior desenvolvimento de materiais apropriados. Palavras-chave: Novas tecnologias e ensino de línguas. Multiliteracias. Literaturas digitais. Pensamento crítico. Ensino de língua inglesa.   RESUMEN Este artículo presenta y discute brevemente algunos resultados de una investigación realizada como parte de un estudio sobre múltiples literacias y el uso de la tecnología en la clase de inglés como lengua extranjera (Card., 2017). Un cuestionario en línea fue enviado a los profesores de Inglés Graduado de secundaria y, en Portugal, con el fin de investigar las percepciones y sus opiniones sobre el uso de las nuevas tecnologías, especialmente capacidades Web 2.0 en su práctica profesional. El presente artículo se centra particularmente en los resultados obtenidos de las preguntas relativas a la frecuencia de uso de materiales y recursos, a la visión de los profesores sobre el uso de la tecnología, así como al abordaje de las literas digitales y críticas. Aunque la tecnología parece formar parte de la práctica discente de este grupo de profesores, y aún si son necesarias investigaciones adicionales para entender mejor el uso real de esta tecnología en este escenario en particular, es posible decir que son necesarias algunas medidas para que la integración significativa y eficaz de las mismas nuevas tecnologías en las aulas de EFL, tales como orientación adecuada y capacitación a los profesores, y el desarrollo de materiales apropiados. Palabras clave: Nuevas tecnologías y enseñanza de lenguas. Multilenuales. Literaturas digitales. Pensamiento crítico. Enseñanza de lengua inglesa. DOI: http://dx.doi.org/10.22169/revint.v14i31.1523

Divergent Teacher Viewpoints of Technology Integration in the Language Classroom

2017 ◽  
pp. 130-151
Author(s):  
Andy D. Halvorsen
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Technology Use ◽  
Teaching Practice ◽  
Sense Of Self ◽  
Social Networking Site ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teacher Interview ◽  
Use Of Technology

This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.

Divergent Teacher Viewpoints of Technology Integration in the Language Classroom

2020 ◽  
pp. 716-737
Author(s):  
Andy D. Halvorsen
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Technology Use ◽  
Teaching Practice ◽  
Sense Of Self ◽  
Social Networking Site ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teacher Interview ◽  
Use Of Technology

This chapter presents a qualitative analysis of the beliefs and practices of three language teachers in Thailand vis-à-vis their integration of technology in the classroom as well as their views regarding social networking site participation as a facilitative tool for instruction. The study brings together research on the identity development work of teachers and Computer Assisted Language Learning (CALL). Through the analysis of extensive teacher interview data and classroom observations, the study demonstrates how these teachers self-identify as users of technology, and how this sense of self interacts with and shapes various aspects of their teaching practice. The three teachers in this study represent a range of divergent viewpoints related to technology use and integration in the classroom, and the analysis of these viewpoints helps to illustrate the specific factors underlying how and why they choose to make pedagogic use of technology.

scholarly journals LEVEL OF TEACHERS’ CONCERNS IN THE IMPLEMENTATION OF CEFR (THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES)

2019 ◽  
pp. 39-50
Author(s):  
Siaw Ling Kee ◽  
Zanaton Hj Iksan
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
English Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Stages Of Concern Questionnaire ◽  
Academic Level ◽  
Significant Difference ◽  
The Common ◽  
Teachers Attitudes

The Common European of Framework Reference (CEFR) is a standardized measurement recognized by western countries to evaluate English proficiency. Unsatisfactory English level among student should be elevated. Hence, CEFR is being implemented simultaneously throughout Malaysia since 2017 for Year one and Year two students. Each English teacher must be prepared to accept any change in order to manage the changes efficiently and effectively as they are the "implementing group" to commence the change. This study was conducted to examine the level of English language teachers' attitudes towards the implementation of CEFR in Bangsar Pudu, Federal Territory of Kuala Lumpur by using survey research. This study adopted the Concern Based Adoptance Model (CBAM) as a theoretical framework. The data were collected from 205 English teachers from 101 schools using questionnaires on Stages of Concern Questionnaire (SoCQ) based on the CBAM model. Through ANOVA One-way analysis, there was a significant difference between teacher concerns in the teaching experience more than 30 years in CEFR compared to other teachers. However, there is no significant difference in the academic level of English teachers. The findings of this study are believed to help the Ministry of Education to identify and improve the implementation of CEFR curriculum.

scholarly journals The Impact of Computer-assisted Language Learning Training on Teachers’ Practices

2018 ◽  
Vol 9 (6) ◽  
pp. 1127 ◽  
Author(s):  
Mohsen Hedayati ◽  
Bronwyn Reynolds ◽  
Andy Bown
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Training Courses ◽  
Language Schools ◽  
The Impact

This study investigated and identified the common computer-assisted language learning (CALL) teacher training types in the Iranian private language schools (PLSs), and their effectiveness in shaping and encouraging teachers’ use of new technologies. An exploratory mixed method approach was employed, and a total of 86 Iranian EFL (English as a foreign language) teachers participated in this study. The results indicated that teachers were primarily self-trained, in the absence of comprehensive CALL training provided by either PLSs or teacher training courses offered at university level. It was concluded that self-training had resulted in subsequent sporadic and non-systematic use of CALL by teachers.

Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program

2012 ◽  
Vol 8 (1) ◽  
pp. 55-74
Author(s):  
Tainyi Luor ◽  
Hsi-peng Lu ◽  
Robert E. Johanson ◽  
Hueiju Yu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Computer Assisted ◽  
Perceived Ease Of Use ◽  
Tam Model ◽  
Significant Difference ◽  
E Learning ◽  
Acceptance Model

The implementation of computer on-line English-language learning (COEL) (acronyms given in the Appendix) programs in business contexts remains an unexplored area in the computer assisted language learning literature. Moreover, while many studies have focused on learners’ first usage intentions in TAM (technical acceptance model), few have explored their intentions to continue using them. To address this lacuna, the authors propose a framework for COEL derived from a three-month empirical study of learners’ perceived ease of use (PEOU), perceived usefulness (PU), perceived enjoyment (PENJ), attitudes towards corporate e-learning (ATT), intention (INT), technology satisfaction (SAT), and affective reaction (AR) regarding a COEL program implemented at a financial firm in Taiwan. An examination of the proposed two models revealed gaps between learners’ intention of first usage and re-usage of the COEL. Further analyses revealed a significant difference between groups of high intention learners to re-use the COEL and low intention learners to re-use the COEL. A second investigation determined eight factors that contributed to the differences between these two diverse groups of learners. This study’s findings shed light on the relationship between TAM model and factors related to COEL programs.

scholarly journals The Use of Mobile Apps in Learning English Language

2020 ◽  
Vol 3 (3) ◽  
pp. 1363-1370
Author(s):  
Maryam Ameri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
New Technologies ◽  
Mobile Apps ◽  
Process Technology ◽  
Learning Skills ◽  
Use Of Technology ◽  
Effective Use

Throughout and out of college, the use of technology has become an integral part of the learning process. Technology helps teachers to adapt lessons in the classroom, thereby improving the learning process, English as a second language/international. This paper discusses different attitudes which help English language learners by using technologies to increase their learning skills. Researcher indicates that the effective use of new technologies improves learners’ language learning skills.

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