How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Issues in the Integration of Educational Technology into English Language Teaching Programme: An Empirical Study

IIUC Studies ◽  
2016 ◽  
pp. 145-156
Author(s):  
Md Maksud Ali
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Teaching Programme ◽  
Language And Literature ◽  
Method Approach

Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new genre: ‘Computer Assisted Language Learning’ (CALL). Following a Mixed Method Approach, this study investigates some of the issues relating to the use of CALL in the Department of English Language and Literature (ELL) at International Islamic University Chittagong (IIUC). The findings indicate some barriers that seem to impede the integration and the implementation of CALL in the department.IIUC Studies Vol.10 & 11 December 2014: 145-156

scholarly journals Computer Assisted Language Learning (CALL) Activities and the Students’ English Oral Proficiency

2021 ◽  
Vol 2 (3) ◽  
pp. 307-314
Author(s):  
Zaida K. Ulangkaya
Keyword(s):  
Language Learning ◽  
English Proficiency ◽  
Learning Activities ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Proficiency Level ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
The Impact

The study aimed to determine the impact of Computer Assisted Language Learning Activities to the oral English Proficiency of JEEP 1 students. The students' pre and post mean scores were compared to determine the significant improvement in their oral English proficiency. This research made used of the experimental research design with pre and post-test design with 58 randomly selected students from different year levels who were enrolled at Mindanao State University- Maguindanao and currently taking the subject JEEP 1 of the S.Y. 2014-2015. The instrument used covered four specific areas as Sentence Reading, Reading and Pronunciation, Comprehension and Structure, and Sentence Repetition. The following are the summary of the findings: 1. Before the CALL Activities in JEEP 1, the students’ oral English proficiency is lower elementary as indicated by the mean of 0.60; After engaging to the CALL Activities, the students’ oral English proficiency is still lower elementary as proven by the mean score of 0.79; and After comparing the results, it was found out that there is a substantial transformation in the students' oral English proficiency level before and after Computer Assisted Language Learning Activities in JEEP 1 as indicated by the t-Value of 2.84. Based on the results of the study, it was determined that CALL Activities have contributed slight improvement to the student’s oral English proficiency score. However, the said activities did not improve their oral English proficiency level possibly due to some unknown factors that might have affected them during the duration of the study.

scholarly journals Telecommunication Regulation in Bangladesh: An overview

IIUC Studies ◽  
2016 ◽  
pp. 157-172
Author(s):  
Anju Man Ara Begum ◽  
Mohammad Hasan Murad ◽  
Kazi Arshadul Hoque
Keyword(s):  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Language Education ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
International Language ◽  
Language And Literature ◽  
Method Approach

Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new genre: ‘Computer Assisted Language Learning’ (CALL). Following a Mixed Method Approach, this study investigates some of the issues relating to the use of CALL in the Department of English Language and Literature (ELL) at International Islamic University Chittagong (IIUC). The findings indicate some barriers that seem to impede the integration and the implementation of CALL in the department.IIUC Studies Vol.10 & 11 December 2014: 157-172

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. 

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

scholarly journals Innowacyjność w edukacji językowej a profesjonalizm nauczyciela

Neofilolog ◽  
2019 ◽  
pp. 28-41
Author(s):  
Krystyna Droździał-Szelest
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Learning Language

Innovation in language education, just as in any other discipline, is connected with changes whose primary goal is to make the process of language learning/language teaching more efficient. Examples of such innovations include, for instance, task based instruction, computer assisted language learning or the use of portfolio as a means of assessment.Innovation implies a new, qualitatively different perception of the language learning/ language teaching process, roles of teachers and learners, use of materials etc., hence it is believed to constitute a challenge for language teachers and their professionalism. The present article is an attempt to answer the question whether and to what extent the language teaching profession is actually prepared to deal with innovation.

scholarly journals Rhetorical Reading for Writing Strategies

2019 ◽  
pp. 1
Author(s):  
Irena Kuzborska
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Relationship ◽  
Rhetorical Reading ◽  
Reading Texts

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.

scholarly journals Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

2018 ◽  
Vol 51 (2) ◽  
pp. 210-245 ◽  
Author(s):  
Julie Aydınlı ◽  
Deniz Ortaçtepe
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Conceptual Development ◽  
Language Teaching ◽  
Wide Spectrum ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Affective Factors

In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.

scholarly journals Needs Assessment of Saudi University EFL Teaching Assistants

2019 ◽  
Vol 5 (1) ◽  
pp. 54
Author(s):  
Nasser M. Freihat ◽  
Rana A. Alshowaier
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Assistants ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Systematic Assessment ◽  
Language And Literature ◽  
Efl Teaching ◽  
Technological Competences ◽  
Academic Year

This study aims at investigating Saudi university English as a foreign language (EFL) teaching assistants’ linguistic, pedagogic and technological needs. The sample of the study involves (52) female and (32) male teaching assistants all working in the department of English language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) in the second semester of the academic year 2016-2017. The study employed a questionnaire to answer the research questions. The results demonstrated that Saudi teaching assistants are in dire need to improve their competences. Based on their responses, technological competence ranks as the most needed skill which indicates that they were willing to implement Computer Assisted Language Learning (CALL) in their classroom. The study also showed that linguistic competence was the second most needed competence while the pedagogic competence is the third most needed skill to be mastered. Saudi teaching assistants need systematic assessment of the linguistic, pedagogic and technological competences as the core criteria for success in the teaching process.

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