ADVANTAGES AND DISADVANTAGES OF USING COMPUTER-BASED TESTING OF FOREIGN LANGUAGE LEARNING ACHIEVEMENTS

In response to an appeal from Indonesia’s Ministry of Education and Culture to all universities and colleges to improve the quality of tertiary education toward regional and international standard, language institutions are making great efforts to further promote the foreign language learning process. In the last few years there have been dramatic changes in the ways that languages are taught by communicative approach and the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into the curriculum is not a single concept which is generated from one single theory nor does it give full guidelines for the implementation in practical situation. This issue constitutes ideas from many different theories. This paper discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates the attainment of course goals. The answer of the question will help English teachers to clarify the real problems of the initiative so that the innovation and possible changes can be aligned with the need of the students. However, this literature review only covers limited issues related with the role of technology in EFL classroom. Further discussion from other different points of view is still needed to create more complete description of conceptual foundation of the innovation.

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Difficult contrasts: an analysis of phonemic distinctions in the English of young Norwegian learners seen against the backdrop of incidental foreign language learning

Acta Didactica Norge ◽

10.5617/adno.1102 ◽

2014 ◽

Vol 8 (1) ◽

pp. 10

Author(s):

Kåre Nitter Rugesæter

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

L2 Acquisition ◽

Language Competence ◽

Foreign Language Acquisition ◽

Passive Exposure ◽

Computer Based ◽

State Schools ◽

Made In

Norwegian children in the 21st century are quite massively exposed to English as an L2, primarily through subtitled television programmes, films and various computer-based activities. The article investigates to what extent this passive exposure influences their basic phonological competence in the L2 by analyzing their ability to actively distinguish between certain phoneme pairs in English which are considered difficult for Norwegian learners, mainly due to interference from the phonemic system in their L1. The data material was collected through 136 recordings of 11-16 year old pupils in ten Norwegian state schools. By comparing the results to similar studies made in Norway 20-35 years ago, at a time when young people's exposure to English was considerably more limited, the article discusses the effects of incidental foreign language acquisition on young people's L2 competence. The discussion is also placed in the light of recent, international research in this field. By critically investigating some of the findings of that research, the article furthermore attempts at problematizing the concept of L2 acquisition by focusing on the distinction between active and passive language competence. The findings indicate that basic L2 phonological competence is in no way automatically enhanced by passive exposure to the language. The article points to the necessity of structured teaching programmes to counterweight the complexity and variations in the L2 input that young people encounter in their media based exposure to the L2.

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THE USE OF MULTIMEDIA LINGUISTIC LABORATORIES IN FOREIGN LANGUAGE LEARNING (THE CASE STUDY OF «TRANSLATION» SPECIALTY)

Information Technologies and Learning Tools ◽

10.33407/itlt.v74i6.2592 ◽

2019 ◽

Vol 74 (6) ◽

pp. 201-211

Author(s):

Володимир Миколайович Манько ◽

Людмила Іванівна Хіценко

Keyword(s):

Foreign Language ◽

Language Learning ◽

Information And Communication Technologies ◽

Computer Software ◽

Foreign Language Learning ◽

Educational Process ◽

Advantages And Disadvantages ◽

The Future ◽

Computer Classrooms ◽

High Level

The research is devoted to the experimental verification of the effectiveness of multimedia language laboratories in foreign language learning (on the example of the specialty «Translation»). The study represents the capabilities of multimedia language laboratories in the foreign language learning and the advantages and disadvantages of their use. The article discusses the concepts of “multimedia technologies” as digital delivery of content using more than one medium which influences several perception channels of information, and “multimedia linguistic laboratories” as computer classrooms equipped with E-Presenter, multimedia projector, interactive whiteboard and peripheral equipment. Multimedia presentations, electronic studies manuals and Internet access are used to provide the future interpreters with necessary knowledge for doing translation. Modern multifunctional computer software gives the future interpreters the opportunity to form the competence in listening. The use of Skype and Viber helps to develop communicative skills providing communication and cultural interaction with native speakers. MLL’s software and hardware complex provides teachers with a powerful toolkit that helps to create, edit and save tests, conduct tests and collect results, quickly assess and comment on the answers. The statistical calculations confirmed that the implementation of multimedia technology in the educational process, the correct and systematic use of MLL in the foreign language learning, can not only diversify learning process, but also help the future interpreters to achieve a high level of the foreign language competence. The use of MLL revealed a number of methodological advantages over traditional ways of teaching. The authors see the prospects for further research in the creation of appropriate pedagogical conditions for implementing information and communication technologies in the process of training future interpreters.

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COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF TBLT APPROACH IN FOREIGN LANGUAGE LESSONS

ГРААЛЬ НАУКИ ◽

10.36074/grail-of-science.07.05.2021.076 ◽

2021 ◽

pp. 409-414

Author(s):

Svitlana Nykyporets ◽

Nataliia Hadaichuk

Keyword(s):

Comparative Analysis ◽

Foreign Language ◽

Language Learning ◽

Language Proficiency ◽

Communicative Competence ◽

Foreign Language Learning ◽

Competence Development ◽

Low Level ◽

Advantages And Disadvantages ◽

Foreign Language Proficiency

The article contains a comparative analysis of PPP and TBLT approaches to the foreign language learning including the detailed description of the main stages of teaching and lessons planning in the framework of each approach; the advantages and disadvantages of both approaches are also considered in the article. It is also emphasized that using TBLT approach in groups of students from non-linguistic universities with a low level of foreign language proficiency (A2) is rather difficult. In such situations authors recommend considering the traditional PPP method, which allows practicing and fixing the necessary speech patterns.

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تطبيق الطريقة الانتقائية في تحقيق الأهداف المكتوبة من الحكومة الخاصة في تعليم اللغة العربية بالمدرسة الثانوية الإسلامية الحكومية جمبر الأولى بالقسم الديني للسنة الدراسية 2019

Al-Fusha : Arabic Language Education Journal ◽

10.36835/alfusha.v2i1.350 ◽

2020 ◽

Vol 2 (1) ◽

pp. 11-28

Author(s):

Zainuri Zainuri

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Peer Learning ◽

Book Reading ◽

Learning Method ◽

Learning Condition ◽

Advantages And Disadvantages ◽

Target Set ◽

The Government

Eclectic method is when a teacher combines a number of methods and selects the appropriate methods based on the learning condition. According to the experts of eclectic method, there is no appropriate learning method for all learning purposes, students, teacher and all foreign language learning aspects. No method is perfect. Each method has advantages and disadvantages. The problem of the research is how the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The purpose of this research is describing the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The research used in the research is descriptive qualitative method. It analyzes the application of eclectic method in achieving the target set by the government in Arabic learning at MAN 1 Jember religion program in 2019. The data collection method used by the researcher is purposive sampling. The result of the research is a learning method used for learning Arabic grammar which combines speech, memorizing, drill, audio-lingual, nahwu-tarjamah, inductive, and peer-learning methods. Classical book-reading learning includes speech, memorizing, drill, audio-lingual, nahwu-tarjamah, answer-and-question, peer-learning, and sorogan methods, while oral learning (speaking) includes speech, direct, audio-lingual, memorizing, and role-play methods.

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Computer-Based Foreign Language Learning Programs for the Elderly – A Review Study

Human Aspects of IT for the Aged Population. Healthy and Active Aging - Lecture Notes in Computer Science ◽

10.1007/978-3-030-50249-2_44 ◽

2020 ◽

pp. 622-629

Author(s):

Blanka Klimova

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

The Elderly ◽

Learning Programs ◽

Computer Based ◽

Review Study

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The use of interactive media in foreign language learning

Australasian Journal of Educational Technology ◽

10.14742/ajet.2312 ◽

1990 ◽

Vol 6 (1) ◽

Author(s):

Peter Olaf Looms

Keyword(s):

Foreign Language ◽

Language Learning ◽

Interactive Media ◽

Foreign Language Learning ◽

Multimedia Databases ◽

External Funding ◽

Authentic Materials ◽

The United Kingdom ◽

The Usa ◽

Computer Based

<span>This paper discusses the use of interactive videodiscs and CD-ROMs in connection with the learning of foreign languages in Denmark and selected countries (Australia, France, the Netherlands, the United Kingdom and the USA). Discs currently being used include specially produced language discs, authentic materials (films and documentaries), multimedia databases and discs originally developed outside Denmark for use in subjects other than languages. The hardware required ranges from a monitor, simple LaserVision player and remote control to computer-based systems with one or two screens. Many of the materials in use or under development suffer from the fact that they are designed for use by individuals on hardware configurations costing between US$4,000 - $10,000. The paper includes suggestions for external funding and potential partners for EC applications, as well as a listing of institutions currently working in the field.</span>

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Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages

ReCALL ◽

10.1017/s0958344009000172 ◽

2009 ◽

Vol 21 (2) ◽

pp. 241-258 ◽

Cited By ~ 22

Author(s):

Ana Niño

Keyword(s):

Foreign Language ◽

Language Learning ◽

Machine Translation ◽

Language Learners ◽

Teaching And Learning ◽

Foreign Language Learning ◽

Training Tool ◽

Advantages And Disadvantages ◽

Language Class ◽

Learning Language

AbstractThis paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in the form of translation memories, pre-editing and post-editing), and MT as a “CALL tool”. Subsequently, some of the implications of the use of MT and of free online MT for FL learning are outlined and discussed along with practical examples for language teaching purposes. Finally, qualitative data, drawn from our empirical investigation are presented as synthesized findings pertaining to the perceptions of language learners and tutors in relation to the use of MT and, in particular, free online MT as a language tool.

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Computer-based language assessment: a formative approach

ReCALL ◽

10.1017/s0958344000004584 ◽

1997 ◽

Vol 9 (1) ◽

pp. 15-21 ◽

Cited By ~ 1

Author(s):

Rosario Kane-lturrioz

Keyword(s):

Foreign Language ◽

Language Learning ◽

Computer Technology ◽

Intelligent Tutoring Systems ◽

Foreign Language Learning ◽

Language Assessment ◽

Immediate Feedback ◽

Tutoring Systems ◽

Computer Based ◽

New Research

This paper analyses new research into learner-assisted testing. The results of this research, in addition to advances in computer technology and programming, have opened up the possibility of helping students to learn more effectively by providing immediate feedback or further information in the form of clues or hints. The implications of these developments regarding a formative approach to assessment and autonomous learning are reviewed. Finally, innovative approaches within computer-based assessment of language learning, such as modules entirely taught through the use of computer courseware and CAL methods, and applications of Intelligent Tutoring Systems (ITS) to foreign language learning, are discussed.

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Zur Theorie der kognitiven Verarbeitungstiefe in Korrelation mit der lexikalischen Lernleistung beim Fremdsprachenerwerb

Germanica Wratislaviensia ◽

10.19195/0435-5865.141.29 ◽

2017 ◽

Vol 141 ◽

pp. 453-466

Author(s):

Joachim Liedtke

Keyword(s):

Foreign Language ◽

Language Learning ◽

Vocabulary Acquisition ◽

Foreign Language Learning ◽

Interdisciplinary Cooperation ◽

Paper Briefly ◽

Advantages And Disadvantages ◽

Involvement Load ◽

Theoretical Paradigms ◽

Original Concept

Der Rückblick auf die Entwicklung der Fremdsprachenerwerbsforschung während der letzten Dezennien belegt eine wachsende interdisziplinäre Kooperation insbesondere zwischen der Sprachdidaktik und der Lernpsychologie. Der vorliegende Text reflektiert diese Fortschritte unter besonderer Berücksichtigung der Involvement-Load Hypothese von Laufer/Hulstijn 2001 inklusive daran anknüpfender Arbeiten. Nach der Diskussion der Vor- und Nachteile des Originalkonzeptes und seiner nachfolgenden Erweiterungen werden Vorschläge für mögliche Komplettierungen unterbreitet, um den komplexen Korrelationen des Fremdsprachenerwerbs und seiner theoretischen Implikationen gerecht werden zu können.On the theory of the levels of processing in correlationwith foreign language vocabulary learningThis paper briefly reviews the changes of theoretical paradigms in foreign language learning research during the last five decades. As a result of these changes, vocabulary acquisition theory has become more and more influenced by interdisciplinary cooperation, especially by psychological concepts dealing with word learning and retention. This article focuses on the involvement-load hypothesis, created by Laufer/Hulstijn 2001 and completed by other researchers during the last ten years. The advantages and disadvantages of the original concept and its later derivatives are discussed. Necessary enlargements are also suggested in order to account for the complex correlations that are involved in the process of vocabulary acquisition and its theory.

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