scholarly journals Limitations and Advantages in Implementing MALL in the Tertiary ESL Classrooms: A Review

2021 ◽  
Vol 9 (5) ◽  
pp. 27-32
Author(s):  
D Praveen Sam ◽  
R Shalini
Keyword(s):  
Language Learning ◽  
English Language ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Classroom Context ◽  
Mobile Assisted Language Learning ◽  
Language Classes ◽  
Primary Focus

Technology-assisted facilities have taken English Language Teaching (ELT) to a different level where Computer Assisted Language Learning (CALL) has become an indispensable feature of leaning a language. Recently, in the current day context of ELT, both learners and teachers are experiencing a positive shift from CALL to another more efficient platform called Mobile Assisted Language Learning (MALL). This paper explores the fundamentals of MALL and its application in ELT. Moreover, it sheds light on the various advantages and limitations in implementing MALL devices like mobile phones, smartphones, kindles and so on in the regular as well as virtual classroom context. It discusses theories on technology-enabled learning and MALL. The primary focus of this paper is to shed light on the perspective of employing MALL in the language classes at the tertiary level.

scholarly journals Rhetorical Reading for Writing Strategies

2019 ◽  
pp. 1
Author(s):  
Irena Kuzborska
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Relationship ◽  
Rhetorical Reading ◽  
Reading Texts

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.

scholarly journals Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

2018 ◽  
Vol 51 (2) ◽  
pp. 210-245 ◽  
Author(s):  
Julie Aydınlı ◽  
Deniz Ortaçtepe
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Conceptual Development ◽  
Language Teaching ◽  
Wide Spectrum ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Affective Factors

In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.

scholarly journals Issues in the Integration of Educational Technology into English Language Teaching Programme: An Empirical Study

IIUC Studies ◽  
2016 ◽  
pp. 145-156
Author(s):  
Md Maksud Ali
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Teaching Programme ◽  
Language And Literature ◽  
Method Approach

Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new genre: ‘Computer Assisted Language Learning’ (CALL). Following a Mixed Method Approach, this study investigates some of the issues relating to the use of CALL in the Department of English Language and Literature (ELL) at International Islamic University Chittagong (IIUC). The findings indicate some barriers that seem to impede the integration and the implementation of CALL in the department.IIUC Studies Vol.10 & 11 December 2014: 145-156

scholarly journals Telecommunication Regulation in Bangladesh: An overview

IIUC Studies ◽  
2016 ◽  
pp. 157-172
Author(s):  
Anju Man Ara Begum ◽  
Mohammad Hasan Murad ◽  
Kazi Arshadul Hoque
Keyword(s):  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Language Education ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
International Language ◽  
Language And Literature ◽  
Method Approach

Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new genre: ‘Computer Assisted Language Learning’ (CALL). Following a Mixed Method Approach, this study investigates some of the issues relating to the use of CALL in the Department of English Language and Literature (ELL) at International Islamic University Chittagong (IIUC). The findings indicate some barriers that seem to impede the integration and the implementation of CALL in the department.IIUC Studies Vol.10 & 11 December 2014: 157-172

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.

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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