scholarly journals Investigating Language Learning Activity Using a CALL Task in the Self-access Centre

2011 ◽  
pp. 119-135 ◽  
Author(s):  
Carlos Montoro ◽  
Regine Hampel
Keyword(s):  
Language Learning ◽  
Historical Perspective ◽  
Participant Observation ◽  
The Self ◽  
Learning Activity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Future Studies ◽  
Stimulated Recall ◽  
The Subject

This article describes a small study of the language learning activity of individual learners using a CALL task in a self-access environment. The research focuses on the nature of the language learning activity, the most salient elements that make up its structure and major disturbances observed between and within some of those elements. It is set in the context of computer-assisted language learning (CALL) and activity theory. A CALL task designed by the authors was made available online to be used as a research and learning tool. Empirical data was collected from two participants using ethnographic tools, such as participant observation and stimulated recall sessions. The analysis focuses on disturbances mainly involving the subject (i.e., the learner), mediating artefacts (e.g., the CALL task), the community (e.g., management and other self-access centre users) and the object of the activity (i.e., learning English). It is recommended that future studies should look deeper into contradictions in the learning activity from a cultural-historical perspective.

scholarly journals Review of Studies on Technology-Enhanced Language Learning and Teaching

2020 ◽  
Vol 12 (2) ◽  
pp. 524 ◽  
Author(s):  
Rustam Shadiev ◽  
Mengke Yang
Keyword(s):  
Language Learning ◽  
Learning Technologies ◽  
Target Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Future Studies ◽  
Learning And Teaching ◽  
Learning Journal ◽  
Review Study ◽  
Common Target

In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

Computer Assisted Language Learning and Gray Model for Promoting Phonics Learning in Continuing Education

2013 ◽  
Vol 284-287 ◽  
pp. 3554-3558
Author(s):  
Hui Yi Liang ◽  
Chih Chien Yang
Keyword(s):  
Language Learning ◽  
Continuing Education ◽  
Quantitative Methods ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Grey Theory ◽  
Gray Model ◽  
Education Programs ◽  
Effectiveness Rating ◽  
The Subject

This study uses quantitative methods to rate content and teaching on a phonics program delivered by computer assisted language learning (CALL). Data was obtained by Questionnaire and analysed using GM (0,N) model of Grey Theory. Results showed a high effectiveness rating and underlined the value of computer assisted language learning in the continuing education programs in the subject University.

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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