scholarly journals Integrating CALL Into English Language Learning: Bangladeshi College Students’ Perceptions

2020 ◽  
Vol 4 (4) ◽  
pp. 499-515
Author(s):  
Ashim Kumar Paul
Keyword(s):  
College Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Structured Interview ◽  
Computer Assisted ◽  
English Language Learning ◽  
Mixed Method Research ◽  
Chi Square ◽  
Learning And Teaching

This study aims to explore Bangladeshi college students’ attitude, perception, interests and challenges with regard to the application of Computer Assisted Language Learning (CALL) in learning English. A mixed method research was designed and administered to obtain the purposes of the present study. One hundred undergraduate students (52 male and 48 female) of English Department studying at a government college in Bangladesh participated in the questionnaire survey while twenty students (11 male and 09 female) were purposively chosen for the semi-structured interview section. The collected data of quantitative part were analysed by SPSS software and the responses of the qualitative part were thematically analysed. The findings revealed that students showed positive attitude towards the integration of CALL in English language learning and teaching process. Nonetheless, the Chi-square value revealed that there is no significant relationship between gender variation and the attitude to CALL. The results also revealed that students face some difficulties in using computer and other relevant technological equipment for English Language learning. The results provide concepts and suggestions to the future researchers for further investigations in relation to CALL for the benefits of learners and learning.

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. 

scholarly journals Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

2017 ◽  
Vol 10 (2) ◽  
pp. 100 ◽  
Author(s):  
Jorge Cevallos Bravo ◽  
Eder A. Intriago ◽  
Jhonny Villafuerte Holguin ◽  
Gustavo Molina Garzon ◽  
Luis Ortega Arcia
Keyword(s):  
College Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
English Language ◽  
English As Foreign Language ◽  
Learning Attitudes ◽  
Correct Pronunciation ◽  
Different Levels

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt’s questionnaire that regards ‘autonomy and motivation’ as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants’ learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

scholarly journals The Application of Computer Technology in Mongolian College English Teaching

2017 ◽  
Vol 12 (02) ◽  
pp. 52
Author(s):  
Xiaojun Zhao
Keyword(s):  
College Students ◽  
Language Learning ◽  
Cultural Development ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
English Learning ◽  
College English ◽  
Learning And Teaching ◽  
Bilingual Teaching ◽  
Assisted Instruction

Based on the demand of modern teaching, this paper researches the application of and problems faced by Mongolian information processing and computer multimedia technology in computer-assisted instruction. It also sets the teaching software content and learning goal and further designs the teaching software according to the English learning features and characteristics of choosing the medium of information of Mongolian college students. This software is suitable for use in learning and teaching bilingualism second language to Mongolian students, and teachers and can realize the independent code of bilingual characters, Mongolian input and output, Mongolian character handling and bilingual inter-translation functions. Manufacture and development of bilingual teaching software facilitates the enthusiasm of Mongolian college students to learn English, improve the language learning environment and plays a positive facilitation role in multilanguage integration and cultural development of the Mongolian area.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

English-Language Learning at Their Fingertips

2015 ◽  
pp. 1950-1970 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

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