scholarly journals Motivation and Attitude of Iranian Student Pilots towards Computer Assisted Language Learning (CALL)

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Milad Shirzadi ◽  
Laya Heidari Darani
Keyword(s):  
Language Learning ◽  
Independent Learning ◽  
Placement Test ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Student Pilots ◽  
Learning Anxiety ◽  
Islamic Republic Of Iran ◽  
Attitude And Motivation

<p><em>Today technology, especially computers, has revolutionized many aspects of our lives and computers play crucial roles in the process of language learning and teaching. Moreover, English is a vital and survival mean in aviation to teach related materials to pilots and those who are engaged in aviation. This study explored the attitude and motivation of Iranian student pilots toward computer-assisted language learning. To this end, 30 Iranian intermediate student pilots who were studying at Islamic Republic of Iran Army Aviation College in Isfahan participated in this study. The data were collected through the Oxford Placement Test, a questionnaire on attitude towards computer-assisted language learning and another questionnaire on motivation for language learning through computer. Then, data analysis was carried out via calculating the frequency and percentage of the responses to the questions as well as the statements of the questionnaires. The results obtained revealed that Iranian student pilots showed positive attitude towards computer-assisted language learning and they were motivated for learning English through the use of computers since through such learning, anxiety is reduced and they can learn English in an independent learning atmosphere. The results suggested that computer-assisted language learning curriculum can significantly motivate students and thus it should be improved in aviation educational settings.</em></p>

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. 

scholarly journals A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact

2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cognitive Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Audio Video ◽  
Language Teaching And Learning

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.

scholarly journals A Research on CALL-Based POA in English Writing Teaching

2021 ◽  
Vol 5 (12) ◽  
pp. 156-161
Author(s):  
Peipei Zhou
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Teaching Mode ◽  
Learning And Teaching ◽  
English Writing ◽  
Modern Computer ◽  
Hybrid Teaching ◽  
Modern Computer Technology

The combination of production-oriented approach (POA) and modern computer technology makes English learning and teaching more convenient and efficient. This research combines the computer-assisted language learning (CALL) mode with POA to form the online and offline hybrid teaching mode, aiming to provide a reference for English teachers.

CMC and Intercultural Learning

2011 ◽  
pp. 361-376 ◽  
Author(s):  
Martina Möllering ◽  
Markus Ritter
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Software Tools ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Intercultural Learning ◽  
Global Networks ◽  
Learning And Teaching ◽  
Threaded Discussion ◽  
E Mail

One key theme in the area of computer-assisted language learning has been the potential of computermediated communication (CMC) for the language learning process. Here, CMC refers to communication conducted through the medium of computers connected to one another in local or global networks. It requires specific software tools and can be either synchronous (e.g., chat, audio- or videoconferencing) or asynchronous (e.g., e-mail, threaded discussion lists). This chapter explores how CMC might contribute to language learning and teaching. Starting off with an overview of the development of research in this field, a model for the analysis of successful telecollaboration procedures and processes is used for the discussion of a German-Australian exchange.

scholarly journals Review of Studies on Technology-Enhanced Language Learning and Teaching

2020 ◽  
Vol 12 (2) ◽  
pp. 524 ◽  
Author(s):  
Rustam Shadiev ◽  
Mengke Yang
Keyword(s):  
Language Learning ◽  
Learning Technologies ◽  
Target Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Future Studies ◽  
Learning And Teaching ◽  
Learning Journal ◽  
Review Study ◽  
Common Target

In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments

ReCALL ◽  
2002 ◽  
Vol 14 (1) ◽  
pp. 120-132 ◽  
Author(s):  
JOHN H. GILLESPIE ◽  
J. DAVID BARR
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Common Learning ◽  
The Uk

This paper examines staff reaction towards the use of Computer Assisted Language Learning (CALL) and Communications and Information Technology (C&IT) in language learning and teaching. It considers the attitudes of colleagues in three different universities, two in the UK and one in Canada. Our findings suggest that staff in these three locations are not resistant to the use of computer technology in learning and teaching but rather that any hesitations they have are due to a range of different factors of a practical kind, ranging from time pressures to course relevance. We found that staff in one institution are clearly more enthusiastic about using CALL and C&IT than colleagues in the other two, but that they were also widely welcomed in the latter. One of the main reasons for this has been the creation of common learning environments on the Web. In addition, findings show that staff already convinced of the benefits that CALL and C&IT bring to the teaching and learning experience (radicals) have a role in encouraging their less enthusiastic colleagues to begin using this form of technology. However, we found that the majority of colleagues are not radicals, but pragmatists, and are willing to make use of CALL and C&IT provided that the benefits are clearly guaranteed. There remains a small minority of conservatives. No suggestions are made as to how to deal with them.

scholarly journals Integrating CALL into the Language Curriculum

2018 ◽  
Author(s):  
Jorge Benavides
Keyword(s):  
Information Technology ◽  
Foreign Language ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Foreign Language Curriculum

This initial proposal aims at suggesting one way in which Information Technology in the form of CALL (Computer-Assisted Language Learning) could be integrated into the foreign language curriculum of the licenciatura programs in Colombia. This task can be carried out as the project within the different universities in order to support and improve the learning and teaching of English which is one of its main objectives.

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.

Sign in / Sign up

Export Citation Format

Share Document