scholarly journals THE EFFECT OF USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) METHOD ON STUDENTS’ LISTENING SKILL AT THE SEVENTH GRADE STUDENTS OF SMP NEGERI 3 STABAT

2020 ◽  
Vol 12 (2) ◽  
pp. 99-107
Author(s):  
Ummi Umara ◽  
Ika Lestari
Keyword(s):  
Language Learning ◽  
Teaching Method ◽  
Native Speaker ◽  
Sampling Technique ◽  
Total Sample ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Listening Skill ◽  
Academic Year

Applying an appropriate teaching method plays an important role in the teaching or learning process including teaching listening as a skill. The listening skill is one of the four most important and difficult skill to be taught in English. Students are facing a difficulty either in understanding native speaker or in producing native-like English (accent/pronunciation). They are also unprepared to function in the new word. And then, in most class students are unmotivated and act as passive listeners. This study aimed to find out whether using computer assisted language learning (CALL) method affect listening skill. In this study, using computer assisted language learning (call) method as the independent variable (X) and students’ listening skill as the dependent variable (Y), with the hypothesis: using computer assisted language learning (CALL) method affects on students’ listening skill of seventh year students of SMP NEGERI 3 STABAT  at academic year 2018/2019. The population of this study was seventh year students of SMP NEGERI 3 STABAT at academic year 2018/2019, which consisted of 185 students. The sample was taken by using random sampling technique, the total sample  was 60 students. Then, the sample was divided into two groups, the group taught by using computer assisted language learning (CALL) was as the experimental group and the group taught without computer assisted language learning (CALL) was as the control group. The  writer used test as the instrument of collecting data. The data was analyzed by using t-test formula. Based on the data analysis, it was found that the value of t-observed (to) was higher than the value of t-table, (tobserved = 8,39 > ttable = 1.67). Therefore, the hypothesis proposed by the writer was accepted. In the other words, using computer assisted language learning (CALL) affects listening skill of seventh year students of SMP NEGERI 3 STABAT at academic year 2018/2019.

scholarly journals The Effect of Computer-Assisted Language Learning on Iranian EFL Students Listening Comprehension

2013 ◽  
Vol 11 ◽  
pp. 57-65 ◽  
Author(s):  
Hussein Meihami ◽  
Bahram Meihami ◽  
Zeinab Varmaghani
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Listening Skill ◽  
Advanced Students ◽  
Efl Students ◽  
Age Range ◽  
Experimental Group

Listening has often played second fiddle to its counterpart, speaking (Brown, 2007). Because of the complexity involved in both teaching listening and assessing it, listening skill hasn’t been overlooked in comparison with other skills, speaking, reading, and writing. This problem has been multiplied when somebody looks at listening skill in EFL contexts. This research describes a study exploring the effect of Computer-Assisted Language Learning (CALL) on listening skill of Iranian EFL learners. A total of 74 Iranian Advanced students of English all male and with the age range of 20 to 22 participated in this study. They were divided into one experimental group (N = 37) and one control group (N = 37). While in the experimental group CALL was the dominate instrument in teaching listening skill, in the control group there was no use of CALL material. The findings of this study reveal that CALL materials have significant effect on improving Iranian Advanced EFL learners listening.

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.

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.  

The Effect of Wiki and E-portfolio on Writing Skill of Iranian Intermediate EFL Learners

2018 ◽  
Vol 7 (3) ◽  
pp. 170
Author(s):  
Fatemeh Zahra Akbari ◽  
Shiva Seyed Erfani
Keyword(s):  
Language Learning ◽  
Alternative Assessment ◽  
Preliminary Test ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Writing Skill ◽  
Technological Developments ◽  
Do So

Alternative assessment has made remarkable changes in SLA instruction. Along with the assessment, Computer Assisted Language Learning (CALL) and technological developments have penetrated into instruction as well. This study was an attempt to compare the effect of wiki and e-portfolio on writing skill of Iranian intermediate EFL learners. To do so, 81 out of 107 participants of 9 intact classes were homogenized by the Preliminary Test of English. They attended a 14 session term in two experimental and one control groups. Following the pretest, the writing points were taught in each group. Meanwhile, the students in both experimental groups were instructed to use technology (wiki and e-portfolio) to write their assignments on specific topics, and also they were requested to assess, to give feedback and comments on their classmates’ assignments online and working collaboratively on their feedback in the classes accompanied with the feedback provided by the teacher. Besides, the students in control group were required to do their assignments paper-based and bring them back to the class in order to correct problems. At the end, the posttest of writing was administrated. The results of statistical analysis revealed that applying CALL in both forms of wiki and e-portfolio were significantly more effective in learners’ writing than the conventional way. However, wiki could encourage higher levels of progress in writing skill in comparison with using e-portfolio.

scholarly journals Developing Native-Like Listening Comprehension Materials Perceptions of a Digital Approach

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Herri Mulyono ◽  
Devi Nur Vebriyanti
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Instructional Materials ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Listening Skill ◽  
Integration Of Technology ◽  
Teacher Professional ◽  
Materials Used ◽  
Technology In Classroom

This paper reported the attempt teachers did in developing native-like (NLS) listening materials for their EFL learners using a text-to-speech (TTS) technology. Observation was carried out to record teachers’ procedures for developing NLS materials. Interview with teachers were undertaken to explore their’ perceptions towards the NLS listening materials and the benefits they gained from developing instructional media using technology. In addition, a questionnaire was distributed to 65 eight-grade pupils to gather information related to their opinions regarding the listening materials developed and used by their teachers. The findings show that teachers and pupils responded positively towards the NLS materials for listening comprehension. In addition, teachers were found to have more confidence in teaching listening skill while using the technology. There are three conditions which endorse this teaching confidence: the suitability of instructional materials used with the learning curriculum and pupils’ level of English proficiency, teachers’ self-efficacy to the teaching task, and the integration of technology in classroom teaching. The study suggests that TTS system can be used as computer assisted language learning (CALL) application particularly in the development of listening comprehension materials. The study also confirms earlier studies that teacher professional development can be promoted through integrated training on technology for classroom use.

scholarly journals The effect of podcast on vocabulary learning of elementary EFL students

2019 ◽  
Vol 11 (1) ◽  
pp. 1097-1102
Author(s):  
Saeid Angouti
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Vocabulary Learning ◽  
Choice Test ◽  
Placement Test ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Control Group Design ◽  
Efl Students

The present research which is within the domain of computer-assisted language learning (CALL) will try to show the effect of using podcasting on vocabulary learning of elementary EFL learners. In this experiment, the researcher will go through a pretest-posttest control group design to find out the effect of using podcasts on an experimental group in comparison with a common way of teaching vocabulary in the control group where the teacher presents a list of the same words by writing on the board, repeating and translating them. The participants of this study will be at the elementary level. In order to have relatively the same level of language proficiency, an Oxford Placement test (OPT) is going to be used at the beginning of the research. At the end of the semester (after 2 months), both groups will be examined by the same multiple-choice test to assess their performance on the material. The results will show whether using podcast has any effect in developing knowledge of vocabulary.

scholarly journals Web-Based Language Learning for Enhancing Students’ Soft Skills in Mount Kenya University

2019 ◽  
Vol 10 ◽  
pp. 1555-1563
Author(s):  
Anashia Ongonda ◽  
Mary Nguvi Muindi
Keyword(s):  
Language Learning ◽  
Soft Skills ◽  
Language Teaching ◽  
Real Life ◽  
Control Group ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Visual Aids ◽  
Web Based

The application of an appropriate teaching methodology plays an important role in the acquisition of language skills. Soft skills such as oral and listening skills are all important for young adults who are about to enter the working world. However, soft skills are not well captured in the curriculum at the university level. Thus, employing Task-Based Language Teaching (TBLT) may hinder learners from noticing these important skills that are useful in real life. This study aims to demonstrate that the combination of TBLT and web-based language learning enhances student’s ability to acquire soft skills that are paramount in their real life. The following hypothesis guided the study: soft skills are enhanced through the use of a combination of task-based language teaching and web-based language learning. The experimental research design was used for the current study where a pre-test/post-test methodology was utilized. The target population for the current study was 300 third-year students studying English as a second language. Therefore, thirty students formed a sample size of the current study and were subjects of the experiment during one semester. The experiment consisted of exposing two groups fifteen each, randomly sampled, to a set of activities but using different methods, one of which was Computer Assisted Language Learning. Participant observation method was also used and was deemed important for the interpretation of the quantitative data. Data were analysed quantitatively.  Thus, the results of the current study were derived from statistical analysis. The mean in the performance of the control group and the experimental group was significantly different. The findings of the study show that when learners are exposed to the web and visual aids, they become actively involved in the process of learning unlike in an aural environment. The study recommends the use of Computer Assisted Language Learning as a method of motivating and enhancing student’s development of soft skills. The application of an appropriate teaching methodology plays an important role in the acquisition of language skills. Soft skills such as oral and listening skills are all important for young adults who are about to enter the working world. However, soft skills are not well captured in the curriculum at the university level. Thus, employing Task-Based Language Teaching (TBLT) may hinder learners from noticing these important skills that are useful in real life. This study aims to demonstrate that the combination of TBLT and web-based language learning enhances student’s ability to acquire soft skills that are paramount in their real life. The following hypothesis guided the study: soft skills are enhanced through the use of a combination of task-based language teaching and web-based language learning. The experimental research design was used for the current study where a pre-test/post-test methodology was utilized. The target population for the current study was 300 third-year students studying English as a second language. Therefore, thirty students formed a sample size of the current study and were subjects of the experiment during one semester. The experiment consisted of exposing two groups fifteen each, randomly sampled, to a set of activities but using different methods, one of which was Computer Assisted Language Learning. Participant observation method was also used and was deemed important for the interpretation of the quantitative data. Data were analysed quantitatively.  Thus, the results of the current study were derived from statistical analysis. The mean in the performance of the control group and the experimental group was significantly different. The findings of the study show that when learners are exposed to the web and visual aids, they become actively involved in the process of learning unlike in an aural environment. The study recommends the use of Computer Assisted Language Learning as a method of motivating and enhancing student’s development of soft skills.

scholarly journals THE EFFECT OF COMMUNITY LANGUAGE LEARNING AND EMOTIONAL INTELLIGENCE ON STUDENTS’ SPEAKING SKILL

2021 ◽  
Vol 24 (1) ◽  
pp. 82
Author(s):  
Dede Surahman ◽  
Ahmad Sofyan
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching Method ◽  
Sampling Technique ◽  
Control Group ◽  
Purposive Sampling ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
High Level ◽  
Community Language

Abstract: The research objective is to find out the effect of the Community Language Learning method and the Emotional Intelligence on students’ speaking skill at the eighth grade of SMP Darussalam Ciputat. This research used a quasi-experimental with factorial design which involved 60 students as the sample, (as the experimental and the control group), who were chosen by using purposive sampling technique. The research data were collected through test of speaking skill, and the questionnaire to test emotional intelligence. The data were analyzed by factorial ANOVA test. This study’s findings revealed that: (1) Community Language Learning (CLL) method is more effective in enhancing students’ English speaking skill than the conventional method. (2) The students who have a high level of emotional intelligence are better in speaking skill than those who have a low level of emotional intelligence. (3) There is no interactional effect between teaching method and emotional intelligence (EI) on the students’ speaking skill.Abstrak: Tujuan penelitian ini untuk mengetahui pengaruh metode Pembelajaran Bahasa Komunitas dan Kecerdasan Emosional terhadap Keterampilan Berbicara Siswa Kelas VIII SMP Darussalam Ciputat. Penelitian ini menggunakan eksperimen semu dengan desain faktorial yang melibatkan 60 siswa sebagai sampel (kelompok eksperimen kontrol), dengan teknik purposive sampling. Instrumen terdiri dari tes keterampilan berbicara percakapan, dan angket kecerdasan emosional. Analisis data dilakukan dengan uji ANOVA faktorial. Hasil penelitian menunjukkan bahwa: (1) Metode Community Language Learning (CLL) lebih efektif dalam meningkatkan keterampilan berbicara bahasa Inggris siswa daripada metode konvensional. (2) Siswa yang memiliki kecerdasan emosional tingkat tinggi memiliki keterampilan berbicara yang lebih baik daripada siswa yang memiliki kecerdasan emosional tingkat rendah. (3) Tidak ada pengaruh interaksional antara metode pengajaran dan kecerdasan emosional (EI) terhadap keterampilan berbicara siswa. Artinya, siswa tingkat IE tinggi pada metode CLL maupun konvensional lebih baik daripada tingkat IE rendah.

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>

scholarly journals IMPLEMENTING DUBBING MUTED VIDEO IN SPEAKING CLASS

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
IGYA Putra ◽  
NN Padmadewi ◽  
GAP Suprianti
Keyword(s):  
Teaching Method ◽  
Sampling Technique ◽  
Control Group ◽  
Test Analysis ◽  
Post Test ◽  
Method Class ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group ◽  
Better Than

This Experimental study was aimed at finding out the significant effect of Dubbing Muted Video on the speaking achievement of the eleventh grade students of SMK N 3 Singaraja in academic year of 2015/2016. Post-test only control group was the design of this study. The population of this study was all eleventh grade students of SMK N 3 Singaraja consisted of 108 students and distributed into 4 classes. Cluster random sampling technique was used in order to define which class selected as control group and which class selected as experimental group. Class IX TKJ 2 class was selected as the experimental group, then it was taught by using Dubbing Muted Video method. Meanwhile, Class IX TKJ 1 was selected as the control group, then it was taught by PPP teaching method. Class IX TKJ 2 consisted of 28 students and Class IX TKJ 1 consisted of 27 students. The result of data analysis showed that the students who were taught by Dubbing Muted Video performed better than those who were taught by PPP teaching method. The descriptive statistic analysis result of the students’ speaking achievement showed that the mean score of control group was 77.85, while the experiment group was 83.11 . The result of t-test analysis of the tobswas 2.054 it was higher than the value of the tcv at 2.005 It means that the there is significant effect of Dubbing Muted Video on the students’ speaking achievement.

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