Developing Native-Like Listening Comprehension Materials Perceptions of a Digital Approach

This paper reported the attempt teachers did in developing native-like (NLS) listening materials for their EFL learners using a text-to-speech (TTS) technology. Observation was carried out to record teachers’ procedures for developing NLS materials. Interview with teachers were undertaken to explore their’ perceptions towards the NLS listening materials and the benefits they gained from developing instructional media using technology. In addition, a questionnaire was distributed to 65 eight-grade pupils to gather information related to their opinions regarding the listening materials developed and used by their teachers. The findings show that teachers and pupils responded positively towards the NLS materials for listening comprehension. In addition, teachers were found to have more confidence in teaching listening skill while using the technology. There are three conditions which endorse this teaching confidence: the suitability of instructional materials used with the learning curriculum and pupils’ level of English proficiency, teachers’ self-efficacy to the teaching task, and the integration of technology in classroom teaching. The study suggests that TTS system can be used as computer assisted language learning (CALL) application particularly in the development of listening comprehension materials. The study also confirms earlier studies that teacher professional development can be promoted through integrated training on technology for classroom use.

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THE EFFECT OF USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) METHOD ON STUDENTS’ LISTENING SKILL AT THE SEVENTH GRADE STUDENTS OF SMP NEGERI 3 STABAT

Jurnal Serunai Bahasa Inggris ◽

10.37755/jsbi.v12i2.304 ◽

2020 ◽

Vol 12 (2) ◽

pp. 99-107

Author(s):

Ummi Umara ◽

Ika Lestari

Keyword(s):

Language Learning ◽

Teaching Method ◽

Native Speaker ◽

Sampling Technique ◽

Total Sample ◽

Control Group ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Listening Skill ◽

Academic Year

Applying an appropriate teaching method plays an important role in the teaching or learning process including teaching listening as a skill. The listening skill is one of the four most important and difficult skill to be taught in English. Students are facing a difficulty either in understanding native speaker or in producing native-like English (accent/pronunciation). They are also unprepared to function in the new word. And then, in most class students are unmotivated and act as passive listeners. This study aimed to find out whether using computer assisted language learning (CALL) method affect listening skill. In this study, using computer assisted language learning (call) method as the independent variable (X) and students’ listening skill as the dependent variable (Y), with the hypothesis: using computer assisted language learning (CALL) method affects on students’ listening skill of seventh year students of SMP NEGERI 3 STABAT at academic year 2018/2019. The population of this study was seventh year students of SMP NEGERI 3 STABAT at academic year 2018/2019, which consisted of 185 students. The sample was taken by using random sampling technique, the total sample was 60 students. Then, the sample was divided into two groups, the group taught by using computer assisted language learning (CALL) was as the experimental group and the group taught without computer assisted language learning (CALL) was as the control group. The writer used test as the instrument of collecting data. The data was analyzed by using t-test formula. Based on the data analysis, it was found that the value of t-observed (to) was higher than the value of t-table, (tobserved = 8,39 > ttable = 1.67). Therefore, the hypothesis proposed by the writer was accepted. In the other words, using computer assisted language learning (CALL) affects listening skill of seventh year students of SMP NEGERI 3 STABAT at academic year 2018/2019.

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The students' perception on the use of computer assisted language learning

Journal of Applied Studies in Language ◽

10.31940/jasl.v5i1.2443 ◽

2021 ◽

Vol 5 (1) ◽

pp. 174-186

Author(s):

Kartika Marta Budiana ◽

Keyword(s):

Foreign Language ◽

Language Learning ◽

Listening Comprehension ◽

Qualitative Approach ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

English Learning ◽

Listening Skills ◽

Foreign Language Acquisition ◽

Positive Impression

While listening comprehension is the heart of language, but it is the least understood and researched skill. This is the reason why particular attention must be given to listening comprehension as a skill required in foreign language acquisition and especially in part played by listening skills. This study aims to see the effect of computer assisted language learning (CALL) applied to students` listening performance. This study adopts a qualitative approach. Data were collected using questionnaires. The findings in this study reveals Students`-perceptions and feedback on CALL. It shows that many of the students feel easier in understanding the listening material using CALL. It also shows that many of the teachers interested using CALL but not interested with the LMS provided. It can be concluded that most of the students have a positive impression about the use of CALL in English learning, especially for Listening.

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Proses Pembuatan Item Tes OLIVE, Online Listening For Individual Practice

JLA (Jurnal Lingua Applicata) ◽

10.22146/jla.28314 ◽

2017 ◽

Vol 1 (1) ◽

pp. 86

Author(s):

Yohana Ika Harnita Sari

Keyword(s):

Language Learning ◽

Communication Technology ◽

Test Item ◽

Web Application ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Information Communication ◽

Listening Skill ◽

English Major ◽

E Learning

This article aims at describing the test item making process in developing OLIVE, Online Listening for Individual Practice. OLIVE is a combination of CALL (Computer Assisted Language Learning) and ICT (Information Communication Technology), which is an e-learning format. It is a web application prepared by Sekolah Vokasi Universitas Gadjah Mada Yogyakarta to enhance listening skill for non-English major students. OLIVE provides supplementary listening materials in the form of test which can be self-accessed online outside the classroom. There are four parts of the listening practice served in OLIVE; Short Conversation, Question-Response, Longer Conversation, and Talks. Meanwhile, the process of the test making includes design, operationalization, and administration.

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The Effect of Computer-Assisted Language Learning on Iranian EFL Students Listening Comprehension

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.11.57 ◽

2013 ◽

Vol 11 ◽

pp. 57-65 ◽

Cited By ~ 3

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.

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A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

ReCALL ◽

10.1017/s095834401100005x ◽

2011 ◽

Vol 23 (2) ◽

pp. 135-159 ◽

Cited By ~ 25

Author(s):

Mohammed Ali Mohsen ◽

M. Balakumar

Keyword(s):

Second Language ◽

Language Learning ◽

Listening Comprehension ◽

Vocabulary Acquisition ◽

Empirical Studies ◽

Future Research ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

The Past ◽

L2 Vocabulary

AbstractThis article reviews the literature of multimedia glosses in computer assisted language learning (CALL) and their effects on L2 vocabulary acquisition during the past seventeen years. Several studies have touched on this area to examine the potential of multimedia in a CALL environment in aiding L2 vocabulary acquisition. In this review, the researchers investigate the studies that deal with different modes of multimedia annotations in a CALL environment. This article reviews the empirical studies of multimedia glosses in reading as well as in listening comprehension activities and discusses the factors under which these studies have been conducted and their impact on L2 vocabulary acquisition. The study aims to understand how multimedia glosses have been used in the past to support second language vocabulary acquisition and also to explore any evidence regarding how multimedia glosses in a CALL environment can enhance the acquisition of L2 vocabulary. Only empirical studies (18 studies published in international refereed journals and conference) have been reviewed exclusively. The article discusses the findings of the reviewed studies and recommends future research.

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