scholarly journals ADVANTAGES AND DISADVANTAGES OF ONLINE HOMEWORK SOFTWARE: THE CASE OF “LIFE” IN VIETNAM

2020 ◽  
Vol 225 (12) ◽  
pp. 3-9
Author(s):  
Dương Huyền Thắm ◽  
Nguyễn Dương Hà ◽  
Vũ Thị Quyên
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Online Homework ◽  
Advantages And Disadvantages

Công nghệ đã và đang thay đổi mạnh mẽ cách thức dạy và học ngôn ngữ; nhờ đó những xu thế học tập mới trong giảng dạy tiếng Anh đã được ra đời, ví dụ Blended Learning (Học tập kết hợp) và Computer-Assisted Language Learning (Học ngôn ngữ được máy tính hỗ trợ)… Phương pháp này ngày càng trở nên phổ biến, dẫn đến hàng loạt cuốn sách được xuất bản gần đây, trong đó có bộ giáo trình Life đã xây dựng hệ thống bài tập của họ trên nền trực tuyến. Tuy nhiên, hiện nay chưa có nhiều nghiên cứu về những thuận lợi và hạn chế của hệ thống bài tập này đối với giáo viên và sinh viên trong bối cảnh cụ thể. Bài báo được viết với mục đích bổ sung thêm một cách đánh giá đối với hệ thống giao bài trực tuyến của bộ giáo trình Life. Thông qua công cụ phỏng vấn giáo viên và phiếu điều tra dành cho sinh viên tại Khoa Ngoại ngữ - Đại học Thái Nguyên, nghiên cứu đã chỉ ra những lợi ích và cả những hạn chế của phần mềm giao bài trực tuyến theo giáo trình Life. Kết quả nghiên cứu đã cung cấp cho nhà quản lý những đề xuất để cải tiến hệ thống giao bài trực tuyến cũng như cách thức giúp giáo viên tận dụng tốt hơn những mặt lợi ích của hệ thống giao bài cho sinh viên.

Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication

2011 ◽  
pp. 154-164
Author(s):  
Yi-Chieh Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
End Users ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Advantages And Disadvantages ◽  
Computer Mediated

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This chapter reviews the nature of CMC, pinpoints the advantages and disadvantages of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible directions for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

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.

scholarly journals Blended Learning for ELT

2012 ◽  
Vol 2 (3) ◽  
pp. 165 ◽  
Author(s):  
Parlindungan Pardede
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Communication Technology ◽  
English Language ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Face To Face ◽  
The Past ◽  
Information And Communication

Information and communication technology (ICT) has grown exponentially during the past three decades considerably changed many aspects in industrial and trading sectors. Currently, it is revolutionizing education. One of the most important results of the revolution is the emergent of blended learning, which combines the best of face-to-face and ICT application. This article reviews current ideas, practices, and empirical information concerning the nature of blended learning in general and Computer Assisted Language Learning (CALL), a version of blended learning particularly used in English Language Teaching (ELT), in particular. All of these will hopefully enrich creative ideas for implementing blended learning in ELT to enhance our student’s achievement.

scholarly journals Language learning in Blended And Tandem with Brazilian partners: flexible learning models / Ensino de línguas em Blended e Tandem com parceiros brazileiros: modelos de ensino flexíveis

2017 ◽  
Vol 10 (2) ◽  
pp. 123-144
Author(s):  
Ulisses Tadeu Vaz De Oliveira
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Pilot Project ◽  
Learning Opportunities ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Use Of Technology ◽  
Experience Teaching ◽  
Tandem Learning

ABSTRACT: This case study aims at arriving at a thorough understanding of the complexities at issue for the implementation and development of the in-curriculum discipline of English in the School of Business and Hospitality in a Brazilian university targeting internationalization. On top of that, the program has a technological approach, which is, in other words, the use of technology (specifically ICT) as pivotal to maximize learning opportunities through a flexible delivery of instructions. The program was primarily designed by the approach of blended learning, but this case study also describes a merge with tandem learning in which it was a pilot project. I initially present theories that have framed this research. Next, I share my experience teaching and coordinating the program, and then I make some considerations about positive aspects and upcoming challengesKEYWORDS: Computer-Assisted Language Learning; blended learning; tandem learning; Systemic-Functional Linguistics; ICT.RESUMO: O presente estudo de caso tem como objetivo chegar a uma extensa compreensão das complexidades em questão para a implementação e o desenvolvimento da disciplina curricular de Inglês na Escola de Negócios e Hospitalidade de uma universidade brasileira, visando a sua internacionalização. Além disso, o programa tem uma abordagem tecnológica, ou seja, o uso da tecnologia (especificamente TIC) como elemento crucial para maximizar oportunidades de aprendizagem através de um modelo flexível de ensino. O programa foi principalmente desenvolvido com enfoque na abordagem do blended learning. No entanto, este estudo de caso também descreve uma mesclagem com o tandem learning num projeto piloto. Inicialmente, são apresentadas as teorias que enquadram a pesquisa; em seguida, compartilhamos nossa experiência de ensino e coordenação do programa para, então, fazer algumas considerações sobre aspectos positivos e desafios futuros.PALAVRAS-CHAVE: Aprendizagem mediada pelo computador; blended learning; tandem learning; Linguística Sistêmico-Funcional; TIC.

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. 

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