scholarly journals The Effectiveness of Developing a CALL Curriculum Using TESOL Technology Standards on Providing English Language Students with Technological Competencies "This article is extracted from an unpublished PhD dissertation by the first author"

2021 ◽  
Vol 45 (2) ◽  
pp. 133-165
Keyword(s):  
Language Learning ◽  
English Language ◽  
Female Students ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Technology Standards ◽  
Technical Standards ◽  
Quasi Experimental ◽  
Technological Competencies

The purpose of this study was to develop Computer-Assisted Language Learning (CALL) curriculum using TESOL technology standards and examine its effect on providing the technological competencies for female students at the Faculty of Languages and Translation at Imam Mohammad University. A descriptive-analytic approach has been used through the analysis of CALL curriculum documents. Moreover، the study utilized a quasi-experimental method for implementing the intervention of the study on a sample consisting of 63 students randomly assigned to two groups: an experimental group of 31 studying the developed curriculum and a control group of 32 studying the regular curriculum. Data collection was carried out by using the technological competencies rubric and test. The results revealed that TESOL standards are weakly met in the CALL curriculum، with a total rate of 36.1%. The CALL curriculum developed was shown to be effective in providing the sample with the targeted technological competencies، with an eta squared value of 0.74 of the total score of the rubric and 0.91 for the test. It recommended enlightening the staff who are responsible for the preparation of the language teacher in the field of "CALL" in the various educational institutions، about TESOL technology standards, as a reliable reference framework for the classification of technological competencies, the identification of needs, and as a guide for planning, implementation, and evaluation. Keywords: computer-assisted language learning, CALL, technological competencies،, TESOL technology standards * This article is extracted from an unpublished PhD dissertation by the first researcher: Mashael Mubark Alqhtani, entitled “Developing the CALL method in the light of TESOL technical standards and its effectiveness in providing female students at the College of Languages at Imam Muhammad Ibn Saud Islamic University the necessary technical competencies”. Imam Muhammad bin Saud University, Saudi Arabia.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals Attitude of Male and Female Students Towards Computer Assisted Language Learning at Intermediate Level

2019 ◽  
Vol 12 (3) ◽  
pp. 108
Author(s):  
Muhammad Arfan Lodhi ◽  
Ayesha Fatima ◽  
Farzana Ismail ◽  
Nadia Amin ◽  
Faiza Khalid ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Dominant Role ◽  
Research Work ◽  
Female Students ◽  
Intermediate Level ◽  
Male Students ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

Today’s world is the era of technology and it is playing a dominant role in the field of education. The current research work is quantitative in nature. It aims to investigate students’ attitudes, their interests and difficulties regarding the concept of computer assisted language learning at intermediate level. A self reported questionnaire (SRQ) was designed and administered to obtain the objectives of the current study. The sampling statistic comprised of 300 students with equal gender from public and private colleges. The collected data was statistically analyzed by running descriptive statistic technique. The findings revealed that male students had more positive attitude towards CALL as compared to their female counterparts. However, it was also revealed that male students found CALL interesting for the development of language proficiency while female students faced more difficulties in using computer technology for English Language learning. The results provide ideas, paths and suggestions to the future researchers to undergo further investigations in developing computer mediating language learning programs for the benefits of learners and learning.

scholarly journals Investigating The Effectiveness of Computer Assisted Language Learning (CALL) Using Drill in Enhancing Vocabulary-A Study on Junior High School

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yuri Lolita
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Word Processing ◽  
English Language ◽  
Junior High ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Vocabulary Retention

<p>Vocabulary is one of English components which supports English skill. Teaching English vocabulary by using media has been interesting in research. This study tried to analyze the effect of CALL using drill and non-CALL using drill as media on teaching vocabulary to know whether it could increase students’ vocabulary retention in Junior High School. Computer-Assisted Language Learning (CALL) has evolved through various stages in both technology as well as the pedagogical use of technology (Warshauer &amp; Healay,1998) Studies show that the CALL trend has facilities students in their English language vocabulary with useful tools such as computer based activities and word processing. Students are able to produce higher quality essays in a student-centered nature and less-intimidating manner (Braine, 1997).In line with this research, it was used quantitative design. This study also purposes to find out to how the students’ response towards using CALL. This study was investigated seventh grade students consist of 126 learn. There are A class consist of 30 persons, B class consist of 34 persons, C class consist of 32 persons and D class consist of 30 persons. English vocabulary with CALL using drill and non-CALL using drill. In conclusion, of students’ response toward using CALL, the experimental group students are agree that CALL using drill is effective media for learning vocabulary retention, and have positive response rather than control group students. Therefore, teacher should be more creative to teach the students vocabulary skill because it can give the students impact for teaching and learning process.</p>

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. 

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

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 Needs Assessment of Saudi University EFL Teaching Assistants

2019 ◽  
Vol 5 (1) ◽  
pp. 54
Author(s):  
Nasser M. Freihat ◽  
Rana A. Alshowaier
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Assistants ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Systematic Assessment ◽  
Language And Literature ◽  
Efl Teaching ◽  
Technological Competences ◽  
Academic Year

This study aims at investigating Saudi university English as a foreign language (EFL) teaching assistants’ linguistic, pedagogic and technological needs. The sample of the study involves (52) female and (32) male teaching assistants all working in the department of English language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) in the second semester of the academic year 2016-2017. The study employed a questionnaire to answer the research questions. The results demonstrated that Saudi teaching assistants are in dire need to improve their competences. Based on their responses, technological competence ranks as the most needed skill which indicates that they were willing to implement Computer Assisted Language Learning (CALL) in their classroom. The study also showed that linguistic competence was the second most needed competence while the pedagogic competence is the third most needed skill to be mastered. Saudi teaching assistants need systematic assessment of the linguistic, pedagogic and technological competences as the core criteria for success in the teaching process.

scholarly journals Language teaching

2005 ◽  
Vol 38 (3) ◽  
pp. 119-123
Keyword(s):  
The Netherlands ◽  
Language Learning ◽  
Teacher Perceptions ◽  
Learning Strategies ◽  
English Language ◽  
Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Awareness ◽  
Web Based

05–206Chan, Tun-Pei & Hsien-Chin Liou (National Tsing Hua U, Taiwan, China), Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 231–251.05–207Chang, Mei-Mei (National Pingtung U of Science and Technology, Taiwan, China), Applying self-regulated learning strategies in a web-based instruction – an investigation of motivation perception. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 217–230.05–208Coleman, James A. (The Open U, UK; [email protected]), CALL from the margins: effective dissemination of CALL research and good practices. ReCALL (Cambridge, UK) 17.1 (2005), 18–31.05–209Eslami-Rasekh, Zohreh (Texas A and M U, USA; [email protected]), Raising the pragmatic awareness of language learners. ELT Journal (Oxford, UK) 59.3 (2005), 199–208.05–210Foley, J. (SEAMEO RELC, Singapore; [email protected]), English in…Thailand. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 223–234.05–211Frankenberg-Garcia, Ana (ISLA, Lisbon, Portugal; [email protected]), Pedagogical uses of monolingual and parallel concordances. ELT Journal (Oxford, UK) 59.3 (2005), 189–198.05–212Hansson, Thomas (U of Southern Denmark, Denmark), English as a second language on a virtual platform – tradition and innovation in a new medium. Computer Assisted Language Learning (CALL) (London, UK) 18.1/2 (2005), 63–79.05–213Hu, Guangwei (Nanyang Technological U, Singapore), Using peer review with Chinese ESL student writers. Language Teaching Research (London, UK) 9.3 (2005), 321–342.05–214Jung, Udo O. H. (Bonn, Germany; [email protected]), CALL: past, present and future – a bibliometric approach. ReCALL (Cambridge, UK) 17.1 (2005), 4–17.05–215Kaltenböck, Gunther & Barbara Mehlmauer-Larcher (U of Vienna, Austria; [email protected]), Computer corpora and the language classroom: on the potential and limitations of computer corpora in language teaching. ReCALL (UK) 17.1 (2005), 65–84.05–216Lasagabaster, David & Juan M. Sierra (U del País Vasco-Euskal Herriko Unibertsitatea, Spain), Error correction: students' versus teachers' perceptions. Language Awareness (Clevedon, UK) 14.2/3 (2005), 112–128.05–217Liu, Gi-Zen (National Cheng Kung U, Taiwan, China; [email protected]), The trend and challenge for teaching EFL at Taiwanese universities. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 211–221.05–218Lundy, Garvey F. (Pennsylvania U, USA; [email protected]), School resistance in American high schools: the role of race and gender in oppositional culture theory. Evaluation & Research in Education (Clevedon, UK) 17.1 (2003), 6–30.05–219Nemtchinova, Ekaterina (Seattle Pacific U, USA; [email protected]), Host teachers' evaluations of non-native-English-speaking teacher trainees: a perspective from the classroom. TESOL Quarterly (Alexandria, VA, USA) 39.2, 235–262.05–220Nickerson, Catherine, Marinel Gerritsen & Frank v. Meurs (Radboud U, Nijmegen, the Netherlands; [email protected]), Raising student awareness of the use of English for specific business purposes in the European context: a staff–student project. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 333–345.05–221Palfreyman, David (Zayed U, Dubai, UAE), Othering in an English Language Program. TESOL Quarterly (Alexandria, VA, USA) 39.2, 211–234.05–222Sonck, Gerda (U Libre de Bruxelles, Belgium), Language of instruction and instructed languages in Mauritius. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 37–51.05–223Svalberg, Agneta M. L. (U of Leicester, UK), Consciousness-raising activities in some Lebanese English language classrooms: teacher perceptions and learner engagement. Language Awareness (Clevedon, UK) 14.2/3 (2005), 170–193.05–224Wegerif, Rupert (Southampton U, UK; [email protected]), Reason and creativity in classroom dialogues. Language and Education (Clevedon, UK) 19.3 (2005), 223–237.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

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