scholarly journals Dyned Programme as Computer Assisted Language Learning (CALL) for University Students: A Perception and Its Impact

2019 ◽  
Vol 14 (13) ◽  
pp. 4
Author(s):  
Entika Fani Prastikawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Statistical Data ◽  
Computer Assisted ◽  
English Department ◽  
Computer Assisted Language Learning ◽  
English Teaching ◽  
First Semester ◽  
The Media ◽  
Teaching Learning

This paper explores the student’s perception on the application of Dyned Programme as Computer Assisted Language Learning (CALL) in English department of Universitas PGRI Semarang, Indonesia. This study is descriptive qualitative. Otherwise, it needs the statistical data in calculating the result percentage. It took 85 students of the first semester students who have already joined Integrated Course (IC) as the sample. IC is a subject which involves ICT-based learning. In this case, Dyned Programme is the ICT-based learning used as CALL. The result of this study shows that the students are satisfied with ICT facilities provided as the media in English teaching and learning. In addition, the use of Dyned Programme in English teaching and learning is well-accepted by the students. Moreover, it comes to the students’ perception that shows us how important the media of ICT in English teaching learning process in order to make the students interest in learning English.

scholarly journals Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

2018 ◽  
Vol 11 (8) ◽  
pp. 86 ◽  
Author(s):  
Elaine Ruth Martyn
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Business English ◽  
English Teaching ◽  
First Semester ◽  
Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

scholarly journals تصميم برنامج حاسوبي لتعليم اللغة العربية عبر موقع إلكتروني للدارسين للمتخصصين في السياحة بكلية مارا للتقنية بولاية كلنتان )دار النعيم( بماليزيا / The design of computer courseware in teaching Arabic language via website for students with the specializatio

1970 ◽  
Vol 7 (1) ◽  
Author(s):  
محمد صبري بن شهرير ◽  
محمد توفيق عبد الغني
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
First Semester ◽  
Need Analysis ◽  
Evaluation Phase ◽  
Self Learning ◽  
Academic Year

ملخص البحث:تسعى هذه الدراسة إلى مساعدة الدارسين في تعلّم اللغة العربية لأغراض سياحية عبر تصميم موقع إلكتروني خاصّلتعليم اللغة العربية لأغراض سياحية. والمنهج الذي تمّ الاعتماد عليه في الدراسة هو المنهج الوصفي التصميمي. وقد قامالباحثان بتصميم موقع إلكتروني خاصّ بعنوان " www.arabicfortourism.com " باستخدام برنامج جوملا( Joomla ( بوصفه منصة له؛ وتطويره على نموذج تصميمي أدي ) ADDIE ( بناء على آراء الدارسين واقتراحاتهموحاجاتهم التعليمية. وقد تمّ تطبيقه على عينة الدراسة التي تتكون من الدارسين المتخصصين في السياحة؛ حيث تمّاختيا رهم عن طريق مجموعة هادفة. وشارك في هذه الدراسة خبيران في مجال تعليم اللغة العربية بمساعدة الحاس وب،و) 70 ( طالباً وطالبةً من طلاب المستوى الأول بكلية مارا للتقنية ) MARA Poly-Tech College (، في مرحلةتحليل الحاجات الأولية، و) 40 ( طالباً وطالبةً من المتخصصين في مرحلة التقويم، وهم في الفصل الدراسي الأول للعامالدراسي 2015 / 2016 م. وفي نهاية الدراسة، توصل الباحثان إلى نتائج عديدة، من أهمها: أن أغلبية الدارسين لهمرؤية إيجابية حول تعلّم اللغة العربية لأغراض سياحية عبر موقع إلكتروني، وارتفاع رغباتهم ودوافعهم في عملية تعلّم العربيةعبر هذا الموقع الذي وفّر لهم فرصة للتعلّم الذاي.  الكلمات المفتاحية:التعلم بمساعدة الحاسوب الوسائط المتعددة التصميم والتقويم التعليم والتعلم اللغة العربية - - - -لأغراض سياحية.ABSTRACT:The purpose of this study is to help students to learn Arabic for tourism purposes by designing a special website to teach them the Arabic language. The study was conducted by using the design and descriptive methodologies. A special website was designed at the URL of “www.arabicfortourism” by using Joomla as a platform for website development along with the implementation of the ADDIE instructional model. The website was designed based on the students’ needs, opinions, and suggestions which were evaluated based on the participants of this study, which consist of tourism students. The participants of the study were selected using the purposive sampling method. Two experts in computer assisted language learning (CALL) and 70 level-one tourism students from MARA Poly-Tech College (KPTM) were chosen in the need analysis phase, in addition to 40 students who were selected to participate in the evaluation phase of the study which was carried out during the first semester of the 2015/2016 academic year. The study found that the majority of the students were positive about learning the Arabic language for tourism purposes through the website by increasing the students’ desire, motivates the students to learn Arabic as well as offering opportunities to the students to experience self-learning environment.Keywords: Computer assisted learning, multimedia learning, design and evaluation, teaching and learning, Arabic for tourism purpose.: ABSTRAKTujuan kajian ini adalah untuk membantu pelajar untuk belajar bahasa Arab untuk tujuan pelancongan dengan merekabentuk laman web khas bagi pengajaran bahasa Arab. Kajian ini dijalankan dengan menggunakan metodologi kajian rekabentuk dan deskriptif. Sebuah laman web khas direkabentuk di URL "www.arabicfortourism" dengan menggunakan Joomla sebagai platform untuk pembangunan laman web berpandukan model rekabentuk pengajaran ADDIE. Laman web ini telah direkabentuk berdasarkan keperluan pelajar, pendapat dan cadangan yang telah dinilai berdasarkan peserta kajian ini, yang terdiri daripada pelajar pelancongan. Para peserta kajian dipilih menggunakan kaedah persampelan purposif termasuk dua orang pakar dalam bidang pengajaran berbantukan komputer bersama 70 orang pelajar bidang pelancongan dari Kolej Poly-Tech MARA (KPTM) untuk dalam fasa analisis keperluan, dan 40 pelajar untuk fasa penilaian. Kajian ini juga telah dijalankan dalam semester pertama 2015/2016. Dapatan kajian ini mendapati bahawa majoriti pelajar adalah bersikap positif terhadap pembelajaran bahasa Arab bagi tujuan pelancongan dengan menggunakan laman web dalam meningkatkan keinginan dan motivasi pelajar untuk belajar bahasa Arab di samping memberikan peluang untuk mengalami persekitaran pembelajaran secara kendiri.Kata Kunci: Pembelajaran berbantukan komputer - pembelajaran multimedia - rekabentuk dan penilaian - pengajaran dan pembelajaran - bahasa Arab untuk tujuan pelancongan.

Mastering Technology-Enhanced Language Learning, Computer-Assisted Language Learning, and Mobile-Assisted Language Learning

2017 ◽  
pp. 157-180 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Digital Age ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Modern Language ◽  
Mobile Assisted Language Learning ◽  
Impact Of Technology

This chapter explains the overview of Technology-Enhanced Language Learning (TELL); the overview of Computer-Assisted Language Learning (CALL); the relationship between Computer-Mediated Communication (CMC) and language learning; the overview of Mobile-Assisted Language Learning (MALL); and the technological utilization for language learning in the digital age. TELL, CALL, and MALL significantly deal with the impact of technology on teaching and learning the second language or foreign language. TELL, CALL, and MALL are the utilization of the advanced devices as the technological innovation to display multimedia as the modern language learning methods in the digital age. TELL, CALL, and MALL effectively improve learning motivation and develop better attitudes in students and language learners toward language learning. The chapter argues that encouraging the applications of TELL, CALL, and MALL has the potential to improve language learning performance and reach strategic goals in the modern language learning environments.

scholarly journals A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact

2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cognitive Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Audio Video ◽  
Language Teaching And Learning

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.

LANGUAGE LEARNING THROUGH SOCIAL COMPUTING: OCCASIONAL PAPERS OF THE APPLIED LINGUISTICS ASSOCIATION OF AUSTRALIA, 16.Robert Debski, June Gassin, and Mike Smith (Eds.). Melbourne: ALAA & The Horwood Language Centre, 1997. Pp. viii + 224. A$12.00 paper.

1999 ◽  
Vol 21 (3) ◽  
pp. 502-503
Author(s):  
Carol A. Chapelle
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Social Computing ◽  
Applied Linguistics ◽  
Target Language ◽  
The Internet ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

The papers in Language learning through social computing introduce the classroom practices and philosophical underpinnings of computer-assisted language learning (CALL), which builds on collaborative approaches to L2 teaching and learning. The majority of the essays address general issues in collaborative learning through CALL, describing the authors' experience and reflections on L2 activities designed to engage learners in interesting discussions and projects, many of which rely on target language materials from the Internet.

On using intelligent computer-assisted language learning in real-life foreign language teaching and learning

ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Luiz A. Amaral ◽  
Detmar Meurers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Intelligent Computer ◽  
Activity Design ◽  
Language Teaching And Learning

AbstractThis paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between activity design and restrictions needed to make natural language processing tractable and reliable, and (ii) pedagogical considerations and the influence of activity design choices on the integration of ICALL systems into FLTL practice.

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.  

scholarly journals CALL and SLA Theory: Developing A Framework to Analyze Web-based Materials for Teaching Listening Skills

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Khoiriyah Khoiriyah
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Tools ◽  
Listening Skills ◽  
Learning Skills ◽  
Web Based ◽  
The Many

Listening skills, considered by many to be the most critical language learning skills, have yet to emerge a variety of problems for learners. In order to have an effective listening class, teachers can use one of the many technology-enhanced language learning tools, web-based materials. In this article attempts have been made to make a comprehensive review on the grounded theory of Computer-Assisted Language Learning (CALL) and Second Language Learning (SLA) related to the use of web-based resources in teaching and learning English, especially for listening skills. This article also proposes a framework for conducting CALL evaluation that is worthy for website materials. The result yields a good guideline for teachers to make judgment or decision in choosing the most congruent web-based sources for teaching listening skills. As a result, teachers are able to adapt a proper teaching materials and methodology for listening skills.

scholarly journals Flipped Classroom Method with Computer-Assisted Language Learning (CALL) in EFL Writing Class

2021 ◽  
Vol 20 (1) ◽  
pp. 120-141
Author(s):  
M. Ali Ghufron ◽  
Fitri Nurdianingsih
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Experimental Methodology ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Writing ◽  
Face To Face ◽  
Writing Class ◽  
Quasi Experimental

This study revealed the strengths, weaknesses, and effectiveness of the flipped classroom with CALL in EFL writing class. A mixed-method approach was used to achieve the goals of the study. An embedded quasi-experimental methodology design was used to achieve the aims of this study (i.e., quantitative and qualitative data analysis). There were a hundred and fifty Indonesian EFL university learners who participated in this study. This study also involved 14 EFL writing teachers who experienced implementing the flipped classroom with CALL from five universities. The results of this study revealed that a flipped classroom with CALL in EFL writing class has many advantages, such as stimulating learner autonomy, improving teaching and learning processes, providing more time for EFL writing and input during face-to-face meetings, promoting active learning, student learning responsibility, and peer collaboration. Besides, some drawbacks were also found from its implementation. However, implementing the flipped classroom in the current study positively affects the EFL writing course. This study implies that teachers can include online resources such as videos from reputable sources or make their videos as learning materials if possible.

Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication

2011 ◽  
pp. 154-164
Author(s):  
Yi-Chieh Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
End Users ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Advantages And Disadvantages ◽  
Computer Mediated

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This chapter reviews the nature of CMC, pinpoints the advantages and disadvantages of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible directions for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

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