scholarly journals Student attitudes towards computer-assisted language learning and its effect on their EFL writing

2020 ◽  
Vol 4 (1) ◽  
pp. 01-09
Author(s):  
Ali Jahangard ◽  
Ali Rahimi ◽  
Maral Norouzizadeh
Keyword(s):  
Language Learning ◽  
Student Attitudes ◽  
Discussion Forum ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Writing System ◽  
Efl Writing ◽  
Online Writing ◽  
Iranian Students ◽  
Assisted Instruction

This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henri’s framework (1992), which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings.   Keywords: Computer-assisted instruction (CAI), computer-assisted language learning (CALL), EFL writing, student attitudes.

scholarly journals Students’ attitudes towards computer-assisted language learning and its effect on their EFL writing

2020 ◽  
Vol 12 (3) ◽  
pp. 144-152
Author(s):  
Ali Rahimi ◽  
Ali Jahangard ◽  
Maral Norouzizadeh
Keyword(s):  
Language Learning ◽  
Student Attitudes ◽  
Discussion Forum ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Writing System ◽  
Efl Writing ◽  
Online Writing ◽  
Students Attitudes ◽  
Iranian Students

  Abstract This study aimed to assess the attitudes and perceptions of EFL students toward the use of CALL programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 English-as-a-Foreign-Language (EFL) learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analyzed with the aid of Henri’s framework (1992), which revealed the presence of certain concepts and themes within the views of learners toward the use of computers in their educational settings. Keywords: computer-assisted instruction (CAI);computer-assisted language learning (CALL); EFL writing; student attitudes  

scholarly journals Flipped Classroom Method with Computer-Assisted Language Learning (CALL) in EFL Writing Class

2021 ◽  
Vol 20 (1) ◽  
pp. 120-141
Author(s):  
M. Ali Ghufron ◽  
Fitri Nurdianingsih
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Experimental Methodology ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Writing ◽  
Face To Face ◽  
Writing Class ◽  
Quasi Experimental

This study revealed the strengths, weaknesses, and effectiveness of the flipped classroom with CALL in EFL writing class. A mixed-method approach was used to achieve the goals of the study. An embedded quasi-experimental methodology design was used to achieve the aims of this study (i.e., quantitative and qualitative data analysis). There were a hundred and fifty Indonesian EFL university learners who participated in this study. This study also involved 14 EFL writing teachers who experienced implementing the flipped classroom with CALL from five universities. The results of this study revealed that a flipped classroom with CALL in EFL writing class has many advantages, such as stimulating learner autonomy, improving teaching and learning processes, providing more time for EFL writing and input during face-to-face meetings, promoting active learning, student learning responsibility, and peer collaboration. Besides, some drawbacks were also found from its implementation. However, implementing the flipped classroom in the current study positively affects the EFL writing course. This study implies that teachers can include online resources such as videos from reputable sources or make their videos as learning materials if possible.

scholarly journals Integrating Machine Translation Into EFL Writing Instruction: Process, Product and Perception

2022 ◽  
Vol 13 (1) ◽  
pp. 125-137
Author(s):  
Jian Wang ◽  
Xinli Ke
Keyword(s):  
Language Learning ◽  
Writing Instruction ◽  
Machine Translation ◽  
Language Learners ◽  
Mainland China ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Writing ◽  
Efl Writing Instruction ◽  
Writing Competence

Although there is a great demand for machine translation (MT) among language learners, its potentials as a computer-assisted language learning aid remain under-explored. Against this backdrop, this study adopted a mixed research method and conducted a semester-long empirical investigation into how EFL learners in mainland China used MT to assist their writing, whether MT helped improve their writing competence and how they perceived MT in EFL writing instruction. The major findings comprise: 1) By using MT students made more lexical and grammatical changes in essay revision; 2) MT helped improve the learners’ overall writing competence, and particularly had a greater effect on writing accuracy and lexical complexity than on other dimensions; 3) Students generally held a positive attitude towards incorporating MT into EFL writing 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. 

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