scholarly journals EFL Learners’ Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Riam K. Almaqrn ◽  
Abdulrahman M. Alshabeb
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
High Rate ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Correct Pronunciation ◽  
Level 3

The aim of this study is to examine the attitudes of Saudi students of English towards proper pronunciation, and podcasts as a facilitator of proper pronunciation. It will discover the importance given to correct pronunciation, as well as gauging learners’ attitudes towards the possibility of introducing podcasts as a new language input tool for facilitating improvements in pronunciation. To achieve this, the previous literature in this area is reviewed, followed by presenting the results and analysing the data from an attitudinal questionnaire distributed amongst 23 Level 3 Saudi EFL learners from the department of English at Imam University. The questionnaire is divided into two parts- one concerning proper pronunciation, and the other podcasts. The data analysis shows that the participants, in spite of the low rate of improvement in their pronunciation, have positive attitudes towards the proper pronunciation of English. This outcome is compatible with previous studies` results, which assert that having a positive attitude towards a particular language and its speakers can improve pronunciation. The students were presented with a total of five podcasts related to their speaking and listening textbook for use over an eight week period, and at the end of this time they were requested to complete the questionnaire. The findings support the usefulness of examining learners` attitudes towards new Computer Assisted Language Learning (CALL) applications before using them in a practical way. The results show a high rate of acceptance of podcasts and that, overall, the students have positive attitudes towards them.

Mothers' Attitudes Toward the Use of CALL for Their Children's English Learning

2019 ◽  
pp. 1764-1787
Author(s):  
Masoumeh Hasani
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Item Questionnaire ◽  
Positive Attitudes

In this chapter the attitude of mothers to the use of computer-assisted language learning (CALL) in their children's language learning was investigated. 118 Iranian mothers were selected based on convenient sampling. Their attitude towards CALL was assessed by a 12-item questionnaire. The result of data analysis revealed that generally mothers have roughly positive attitudes towards CALL. Significant differences were reported when mothers with higher education were compared with those mothers who did not have university degrees. However, gender, age, and mother's profession did not have any role in their attitudes towards CALL.

scholarly journals Motivating EFL Students with Conversation Data

2018 ◽  
Vol 9 (6) ◽  
pp. 1138
Author(s):  
Austin Gardiner
Keyword(s):  
Language Learning ◽  
Test Performance ◽  
Communicative Competence ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Test Results ◽  
Efl Learners ◽  
Strategic Reading ◽  
System A ◽  
Efl Students

Motivating learners of English as a Foreign Language (EFL) to improve their speaking fluency is challenging in environments where institutions emphasize reading and listening test performance. The focus tends to shift to strategic reading and listening first in order to attain acceptable test results, often at the expense of communicative competence. Computer Assisted Language Learning (CALL) is well positioned to assess and develop communicative competence for EFL learners, and to motivate them to speak. This article introduces the Objective Subjective (OS) Scoring system, a CALL system which sets clear immediate goals on the path to better communicative competence with data from videoed conversation sessions. It motivates learners to improve on their data in every consecutive conversation session, whereby an environment is created which facilitates conversation practice as well as individual error correction.

Mothers' Attitudes toward the Use of CALL for Their Children's English Learning

2015 ◽  
pp. 321-343
Author(s):  
Masoumeh Hasani
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Item Questionnaire ◽  
Positive Attitudes

In this chapter the attitude of mothers to the use of computer-assisted language learning (CALL) in their children's language learning was investigated. 118 Iranian mothers were selected based on convenient sampling. Their attitude towards CALL was assessed by a 12-item questionnaire. The result of data analysis revealed that generally mothers have roughly positive attitudes towards CALL. Significant differences were reported when mothers with higher education were compared with those mothers who did not have university degrees. However, gender, age, and mother's profession did not have any role in their attitudes towards CALL.

ESP learners’ beliefs about CALL – A qualitative perspective

2018 ◽  
Vol 8 (1) ◽  
pp. 157-172
Author(s):  
Edyta Olejarczuk
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
English For Specific Purposes ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Structured Interviews ◽  
Positive Attitudes ◽  
Considerable Body

AbstractA considerable body of research has grown up on learners’ perceptions of computer-assisted language learning, clearly a key consideration for curriculum designers and teachers involved in the planning and deployment of technology. This article aims to contribute to this work by focusing specifically on learners of English for Specific Purposes (ESP) (n=20) in light of their experiences with a blended learning course (classroom + Moodle). Analysis of semi-structured interviews suggests generally positive attitudes towards the experience, and yields insights into the specific aspects of the course which were valued by students and which were less so.

The Effect of Wiki and E-portfolio on Writing Skill of Iranian Intermediate EFL Learners

2018 ◽  
Vol 7 (3) ◽  
pp. 170
Author(s):  
Fatemeh Zahra Akbari ◽  
Shiva Seyed Erfani
Keyword(s):  
Language Learning ◽  
Alternative Assessment ◽  
Preliminary Test ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Writing Skill ◽  
Technological Developments ◽  
Do So

Alternative assessment has made remarkable changes in SLA instruction. Along with the assessment, Computer Assisted Language Learning (CALL) and technological developments have penetrated into instruction as well. This study was an attempt to compare the effect of wiki and e-portfolio on writing skill of Iranian intermediate EFL learners. To do so, 81 out of 107 participants of 9 intact classes were homogenized by the Preliminary Test of English. They attended a 14 session term in two experimental and one control groups. Following the pretest, the writing points were taught in each group. Meanwhile, the students in both experimental groups were instructed to use technology (wiki and e-portfolio) to write their assignments on specific topics, and also they were requested to assess, to give feedback and comments on their classmates’ assignments online and working collaboratively on their feedback in the classes accompanied with the feedback provided by the teacher. Besides, the students in control group were required to do their assignments paper-based and bring them back to the class in order to correct problems. At the end, the posttest of writing was administrated. The results of statistical analysis revealed that applying CALL in both forms of wiki and e-portfolio were significantly more effective in learners’ writing than the conventional way. However, wiki could encourage higher levels of progress in writing skill in comparison with using e-portfolio.

scholarly journals Automatic speech recognition in computer-assisted language learning for individual learning in speaking

2020 ◽  
Vol 5 (2) ◽  
pp. 193-197
Author(s):  
Esti Junining ◽  
Sony Alif ◽  
Nuria Setiarini
Keyword(s):  
Speech Recognition ◽  
Foreign Language ◽  
Language Learning ◽  
Programming Language ◽  
Automatic Speech Recognition ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
C Programming Language ◽  
C Programming

This study is intended to help English as a Foreign Language (EFL) learners in Indonesia to reduce their anxiety level while speaking in front of other people. This study helps to develop an atmosphere that encourages students to practice speaking independently. The interesting atmosphere can be obtained by using Automatic Speech Recognition (ASR) where every student can practice speaking individually without feeling anxious or pressurized, because he/she can practice independently in front of a computer or a gadget. This study used research and development design as it tried to develop a product which can create an atmosphere that encourages students to practice their speaking. The instrument used is a questionnaire which is used to analyze the students’ need of learning English. This study developed a product which utilized ASR technology using C# programming language. This study revealed that the product developed using ASR can make students practice speaking individually without feeling anxious and pressurized.

scholarly journals Impact of Using CALL on Iranian EFL Learners' Vocabulary Knowledge

2015 ◽  
Vol 9 (1) ◽  
pp. 173 ◽  
Author(s):  
Melor Md Yunus ◽  
Hadi Salehi ◽  
Mahdi Amini
Keyword(s):  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Iranian Studies ◽  
Efl Teachers ◽  
State Of Research

<p>Computer Assisted Language Learning (CALL) integration in EFL contexts has intensified noticeably in recent years. This integration might be in different ways and for different purposes such as vocabulary acquisition, grammar learning, phonology, writing skills etc. More explicitly, this study is an attempt to explore the effect of using CALL on vocabulary acquisition of EFL learners. It also discusses CALL applications for vocabulary instruction and searches for efficient methods to integrate CALL in vocabulary acquisition. For the discussion, it reviews the results of previous international and Iranian studies on CALL integration in vocabulary instruction to illustrate the state of research in this field. Based on the literature review, it is proposed that further research is required to find out the influences of CALL on different facets of vocabulary knowledge. At the end, some pedagogical implications have been offered for EFL teachers and learners.</p>

Sign in / Sign up

Export Citation Format

Share Document