USING DIGITAL FEEDBACK IN TEACHING ARGUMENTATIVE WRITING

2018 ◽  
Vol 5 (1) ◽  
pp. 38
Author(s):  
Afi Niamah
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
English Department ◽  
Computer Assisted Language Learning ◽  
Argumentative Writing ◽  
Face To Face ◽  
Convincing Argument ◽  
Mobile Assisted Language Learning ◽  
Achievement Gain ◽  
Writing Course

Argumentative Writing is the last writing skill given to the fourth semester of English Department students. It equips the students to present convincing argument as well as critical analysis in the form of argumentative essay. Argumentative Writing course is important since it introduces them in elaborating previous studies to support their argument in composing thesis. English Department students of STKIP PGRI Jombang tend to get difficulties in explaining the previous studies critically. As a matter of fact, most students were confused in relating their argument with the previous studies. Terms connecting previous studies indicate that the students are able to compose thesis scientifically. Thus, this study was conducted to show the use of digital feedback by involving both CALL (Computer-Assisted Language Learning) and MALL (Mobile-Assisted Language Learning) in teaching argumentative writing. The improvement of the students’ ability in argumentative writing by using digital feedback is based on at least 15 achievement gain point reached by 80% of the class. The study found that some students need to have face to face consultation in confirming their final draft.

Mastering Technology-Enhanced Language Learning, Computer-Assisted Language Learning, and Mobile-Assisted Language Learning

2017 ◽  
pp. 157-180 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Digital Age ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Modern Language ◽  
Mobile Assisted Language Learning ◽  
Impact Of Technology

This chapter explains the overview of Technology-Enhanced Language Learning (TELL); the overview of Computer-Assisted Language Learning (CALL); the relationship between Computer-Mediated Communication (CMC) and language learning; the overview of Mobile-Assisted Language Learning (MALL); and the technological utilization for language learning in the digital age. TELL, CALL, and MALL significantly deal with the impact of technology on teaching and learning the second language or foreign language. TELL, CALL, and MALL are the utilization of the advanced devices as the technological innovation to display multimedia as the modern language learning methods in the digital age. TELL, CALL, and MALL effectively improve learning motivation and develop better attitudes in students and language learners toward language learning. The chapter argues that encouraging the applications of TELL, CALL, and MALL has the potential to improve language learning performance and reach strategic goals in the modern language learning environments.

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 A Study on Self-efficacy and Its Role in Mobile-assisted Language Learning

2020 ◽  
Vol 10 (4) ◽  
pp. 439
Author(s):  
Zhenyu Yang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
Easy Access ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Information Communication ◽  
Self Regulated Learning ◽  
Mobile Assisted Language Learning ◽  
Limit Access

In this era of digital technology, time and place no longer limit access to information, communication, and learning. Following the trend and popularity of CALL (Computer-assisted Language Learning), MALL (Mobile-assisted Language Learning) is gaining increasing attention and application. Many teachers as well as language learners turn to these mobile devices for various language learning purposes due to easy access to resources, convenience, and less language anxiety. Despite the comprehensive functions and sophisticated devices, a high percentage of learners still lag behind and even give up the apps after some time of use. Some research shows that the unsuccessful learners’ lack of motivation constitutes a major hinderance in their self-regulated learning. This study tries to analyze an important component in learners’ motivation, that is self-efficacy (especially computer self-efficacy), and seek for good solutions to the current problems.

iStudyAbroad

2011 ◽  
pp. 133-146
Author(s):  
Kathryn Murphy-Judy
Keyword(s):  
Language Learning ◽  
Learning Technologies ◽  
Great Promise ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
Studying Abroad ◽  
Transnational Community ◽  
Mp3 Players ◽  
Planned Activities

Students studying abroad already don’t leave home without their mobile devices—phones, MP3 players, netbooks, laptops. The potential for m-learning for these device-toting learners holds great promise that can easily be capitalized upon by the savvy teacher. Learners studying abroad who are outfitted with m-learning devices which include well-chosen Web 2.0 resources derive immediate and long range benefits. Furthermore, when organized to communicate with learners back home, the travelers help create a transnational community of practice that shares the wealth of the experiential learning. This chapter takes a tour of mobile learning technologies and techniques that enhance and extend the study abroad experience far beyond the reach of a small group fortunate enough to travel. As has long been the case with CALL (Computer Assisted Language Learning) and TELL (Technology Enhanced Language Learning), and now with MALL (Mobile Assisted Language Learning), experts note that well-chosen resources, along with carefully structured and planned activities, enhance various aspects of language acquisition and social interaction. After the literature review, this chapter considers lessons gleaned from the author’s trails, trials, and errors across a range of technologies and borders. It ends with suggestions for ways to optimize iStudyAbroad today and tomorrow.

Portable Handheld Language Learning from CALL MALL to PALL

2011 ◽  
pp. 539-553 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Virtual Learning ◽  
Handheld Devices ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
The Future ◽  
E Learning ◽  
Definition Of

This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL) practitioners. Portable handheld language learning refers to mobile, virtual, and ubiquitous language learning mediated through mobile handheld devices. Currently, both computer assisted language learning (CALL) and MALL seem to dominate the act of language learning. Against this background the chapter first provides a brief review of CALL, highlighting CALL technologies helping mediate language learning. Second, it delineates features typifying e-Learning and contends that CALL is more closely linked to traditional e-Learning than MALL. Third, it provides empirical instances of MALL and argues that the future of language learning lies more with MALL and especially with pen assisted language learning (PALL) than with CALL. Finally, it maintains that an all-encompassing and multidimensional definition of mobile learning is necessary if MALL is to evolve into a mainstream virtual learning enterprise.

scholarly journals Awareness and Corrective Feedback in Social CALL, Tandems, and E-Tandems

2015 ◽  
Vol 44 (2) ◽  
pp. 1-42 ◽  
Author(s):  
Gabriel Guillén
Keyword(s):  
Language Learning ◽  
Social Networking Sites ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Pilot Studies ◽  
Face To Face ◽  
Computer Mediated ◽  
Dickinson College ◽  
Tandem Learning

Previous studies have identified advantages for second languagelearning in computer mediated settings (Kern, 1995, Warschauer,1997, Blake, 2008), particularly through online interculturalcollaboration (Furstenberg et al, 2001, Vinagre, 2005, O’Dowd, 2007,Bower & Kawaguchi, 2011). However, face-to-face (tandems) andonline (e-tandems) language exchanges remain peripheral to foreignlanguage education (O’Dowd, 2010, 2013) and rely heavily oninstructor guidance (Beltz, 2003, Bower & Kawaguchi, 2011), in spiteof the proliferation of Language Learning Social Networking Sites(LLSNs) such as Livemocha, Busuu, Shared Talk, and The Mixxer(Dickinson College). In response, this paper analyzes tandem andsocial Computer Assisted Language Learning (sCALL) awareness andexperiences among students and instructors of Spanish at the collegelevel by means of a survey and two pilot studies on tandem learning.The results of this research should encourage administrators andinstructors to support tandem learning and implement tandem andsCALL activities as co-curricular, semi-guided projects. The need ofpreparation for the tandem experience is also emphasized, particularlyin regards to corrective feedback.

A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment

ReCALL ◽  
2007 ◽  
Vol 19 (1) ◽  
pp. 57-78 ◽  
Author(s):  
ELKE STRACKE
Keyword(s):  
Language Learning ◽  
Drop Out ◽  
Computer Assisted ◽  
Successful Implementation ◽  
Computer Assisted Language Learning ◽  
Cd Rom ◽  
Decision To Leave ◽  
Learning And Teaching ◽  
Face To Face ◽  
Self Study

This paper addresses the views of students of blended language learning (BLL) – a particular learning and teaching environment, that combines face-to-face (f2f) and computer-assisted language learning (CALL). In this instance, the ‘blend’ consisted of learners’ independent self-study phases at a computer, with a CD-ROM, and traditional f2f classroom learning. This paper explores this BLL environment from the participants’ perspective and focuses on three learners who left the class. The aim of the study was to understand the reasons behind those students’ decision to leave, so that ideas might be developed for the successful implementation of BLL environments in the future that would appeal to all learners. The analysis showed that students left the class for three reasons: a perceived lack of support and connection/complementarity between the f2f and computer-assisted components of the ‘blend’; a perceived lack of usage of the paper medium for reading and writing; and the rejection of the computer as a medium of language learning. The paper concludes by pointing out implications for the possible future of BLL.

scholarly journals ESP for Busy College Students

2011 ◽  
Vol 41 (1) ◽  
pp. 108-136 ◽  
Author(s):  
Agnieszka Palalas
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Proficiency ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Effective Solution ◽  
Language Support ◽  
Mobile Assisted Language Learning ◽  
Delivery Format ◽  
Audio Video

Research conducted at George Brown College in Toronto identified a significant gap between students’ language proficiency, the requirements of the program from which they were about to graduate, and the language requirements of the related workplace. Specific language and socio-cultural competencies had to be packaged into a language support solution in a delivery format matching students’ needs and their demanding schedules. Based on these needs, an adjunct language support course was designed following paradigms of computer-assisted language learning (CALL) and Mobile-Assisted Language Learning (MALL) theories of learning. The resulting hybrid English for Special Purposes (ESP) course comprised three components: in-class, online, and mobile. Traditional ESL resources were combined with in-house produced audio-video podcasts and open source content. Results demonstrated that blending in-class, online and mobile language learning is an effective solution for teaching English to adult learners, and it is a solution that enables improved flexibility and individualization of practice.

A Guide for Mobile-Assisted Language Learning in Informal Settings

2020 ◽  
pp. 24-53
Author(s):  
Emine Şendurur
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Mobile Applications ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Web 2.0 Tools ◽  
Web Technologies ◽  
Interaction Styles ◽  
Mobile Assisted Language Learning ◽  
Informal Settings

The evolution of mobile devices, web technologies, and learning paradigms has been shaping MALL practice. Today, informal learning has become more important than ever since the number of resources increased and the interaction styles became multidimensional. Computer-assisted language learning was converted into different forms, and mobile-assisted language learning is one of them. In its early history, the pedagogical dimension of MALL was criticized for being very behavioristic. However, the collaborative and creative nature of Web 2.0 tools contributed to methodological changes in the MALL tradition. Although there are many mobile applications designed to improve language proficiency, cloud-based tools and other mobile applications can feed the language skills informally if the designers benefit from big data.

TELL, CALL, and MALL

2020 ◽  
pp. 118-134
Author(s):  
Francisco Javier Palacios Hidalgo
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Economic Changes ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
The World

Language learning has become a key objective for providing new generations with competences that allow them to cope with the challenges of the 21st century. However, the socio-economic changes affecting the world have provoked the development of what has been called “language gap,” which implies that not everybody has the means to access language learning. In this situation, new educational approaches characterized by the use of technology have emerged making language learning more accessible than ever before. Among the possibilities, TELL (technology-enhanced language learning) and more particularly CALL (computer-assisted language learning) and MALL (mobile-assisted language learning), offer a great potential for this purpose. Thus, this chapter aims to revise the concepts of TELL, CALL, and MALL and explore their possibilities for language learning and, ultimately, examine their potential for bridging the language gap.

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