scholarly journals Investigating the Role of Google Classroom as an LMS in Tertiary Level EAP Classes

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 1-12
Author(s):  
S. M. Sanzana Rahman ◽  
Lubaba Sanjana
Keyword(s):  
Language Learning ◽  
Diffusion Of Innovations ◽  
Private University ◽  
Computer Assisted ◽  
Tertiary Level ◽  
Computer Assisted Language Learning ◽  
Academic English ◽  
Mixed Methods Approach ◽  
Attitudes And Perceptions

Using an online platform, such as Google Classroom to engage learners, is a recent practice in the field of Computer Assisted Language Learning (CALL). It can be used to engage learners to learn academic English skills at the tertiary level in Bangladesh. This paper examines adoption of Google Classroom through the lens of Rogers’ (2003) diffusion of innovations to investigate learners’ experiences, attitudes, and perceptions towards Google Classroom as a Learning Management System (LMS) to engage students to learn the four skills of English. The researchers have undertaken a mixed methods approach to collect data from 105 tertiary level students who are taking EAP courses in a private university. The findings suggest that the participants have strong positive attitude towards the use of different features of Google Classroom due to the availability of training and technological tools. This study is crucial for understanding the importance of using instructional technology (IT) in reshaping English teaching practices in Bangladesh.

scholarly journals Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Beatriz de los Arcos ◽  
James A. Coleman ◽  
Regine Hampel
Keyword(s):  
Language Learning ◽  
Methodological Approach ◽  
Psychological State ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Discursive Psychology ◽  
Social Construct ◽  
Learner Beliefs ◽  
Negative Feelings

AbstractSuccess and failure in language learning are partly determined by the learners’ ability to regulate their emotions. Negative feelings are more likely to frustrate progress, while positive ones make the task of learning a second language (L2) a more effective experience. To date no significant body of research has been carried out into the role of anxiety in the field of computer-assisted language learning (CALL). The present study adopts discursive psychology (DP) as its methodological approach to examine anxiety not as a psychological state, but as a social construct in the context of an audiographic conferencing tool. After interviewing a sample of learners of Spanish at the Open University (OU), our findings reveal a strong connection between emotion and learner beliefs.

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 The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context

2021 ◽  
pp. 7-28
Author(s):  
Maria Korai ◽  
Salomi Papadima-Sophocleous
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Self Assessment ◽  
Group Interviews ◽  
Mediation Processes ◽  
Rehabilitation Sciences ◽  
Student Reflections ◽  
Present Case Study

The present case study investigated the potential of the Common European Framework of Reference (CEFR) for languages: learning, teaching, assessment can-do descriptors for mediation in an English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL)-based context. Fabricating descriptors for mediation was cardinal for the Council of Europe’s (2018) endeavour in updating the CEFR Companion. Despite surfacing just as a language skill in the 2001 CEFR Companion, mediation is now viewed as a central mode of communication in the New CEFR Companion, both in the receptive and productive modes. As they were just introduced in 2018, the CEFR mediation descriptor scales have not yet been sufficiently explored. The main goal of the present research was to fill some of this gap in the literature by investigating the potential of the CEFR for languages descriptors for mediation in an ESP CALL-based CEFR B2 tertiary level context (a 13 week ESP course specifically designed to meet the needs of university Rehabilitation Sciences students.) Data collection tools included students’ self-assessment against can-do descriptors for mediation, observation, student reflections, and focus group interviews. The findings suggest that the implementation of the existing course activities had the potential to promote mediation processes. The significant role of mediation in carrying out the course activities in addition to the CALL component of the ESP course activities highlighted the potential of CALL technologies to trigger, support, and promote mediation processes; this finding stressed the underlying role of the nature and the structure of the ESP course’s CALL-Based activities in supporting mediation processes.

Feedback In Het Computerondersteund Talenonderwijs

1989 ◽  
Vol 33 ◽  
pp. 64-70
Author(s):  
Elisabeth van der Linden
Keyword(s):  
Language Learning ◽  
Real Life ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Essential Difference ◽  
Huge Amount ◽  
Level Of Knowledge ◽  
The Individual ◽  
Univer Sity

One of the most important questions that has to be answered before we can start developing courseware for computer assisted language learning concerns the role feedback could or should play in this type of courseware. This question is the more important because in the last few years two tendencies seem to be developing in CALL: -one that stimulates and elaborates 'traditional' CALL-programmes, adapted as much as possible to the characteristics of the individual learners, taking into account the level of knowledge of the learner and providing feedback that is specifically adapted to the learners' responses; -other CALL-developers tend to propagate 'open-ended' programmes like adventures, simulations, that they consider more interesting and more motivating because they are closer to real-life situations. Making the first type of programme requires a huge amount of work: foreseeing and analyzing learners' responses and developing adequate feedback. The second type of programme is available and ready for use, no programming is necessary - but individual control and correction are not possible. Moreover, it is not very clear what learners do learn when working with these programmes. An essential difference between the two types of programmes is in the feedback they provide. If we want to be able to make a choice between these two approaches to CALL, we should know more about the role of feedback. That is what the project at the Univer-sity of Amsterdam described here wants to achieve.

Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise

2006 ◽  
pp. 209-233
Author(s):  
Wai Meng Chan
Keyword(s):  
Language Learning ◽  
Metacognitive Knowledge ◽  
Learning Theories ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Web Based ◽  
Effective Use ◽  
The Relationship ◽  
Positive Effect

The nature of learners’ interactions with the computer has received thus far relativelylittle attention in computer assisted language learning (CALL) research. In particular,few studies have investigated the role of metacognition, acknowledged in cognitiveand constructivist learning theories as an important factor contributing to thelearning outcome, in the processing of CALL tasks. This chapter reports on a qualitativestudy that examined the relationship between subjects’ metacognition and theirinteractions with a German language CALL grammar exercise. The data collected seemto indicate that the effective use of interactive aids is dependent on the extent oflearners’ metacognitive knowledge. Conversely, it was observed that interactive aidshad a positive effect on learners’ metacognition by supporting their strategy use andhelping them build new metacognitive knowledge. Excerpts from subjects’ think-aloudreports and retrospective interviews will be presented to illustrate these insights.

scholarly journals COMPUTER ASSISTED LANGUAGE LEARNING (CALL): Konsep Pembelajaran Bahasa Inggris Berbantuan Komputer

2016 ◽  
Vol 10 (2) ◽  
pp. 281-298
Author(s):  
Risma Amin
Keyword(s):  
Language Learning ◽  
Computer Technology ◽  
Comprehensive Approach ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Teaching English ◽  
Modern Education ◽  
Interaction System ◽  
The World

The world has entered the era of globalization, where the role of language especially English and the role of technology especially Instructional Computer Technology (ICT) are very dominant. These two elements are evolving so intense and must be consumed in all areas of modern education. So required proper interaction system to unify the two components, which is the actualization of language and the computer sophistication. In this case the most suitable and comprehensive approach is Computer Assisted Language Learning (CALL) as a systemic interaction in teaching English process

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