Handbook of Research on Individual Differences in Computer-Assisted Language Learning

2015 ◽  
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

Why Studying Individual Differences in CALL?

2019 ◽  
pp. 26-49
Author(s):  
Maryam Tayebinik ◽  
Marlia Puteh
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Process ◽  
Future Research ◽  
Net Generation ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Extensive Literature ◽  
Mediated Learning ◽  
Delivery Methods

The present chapter aims to highlight the importance of studying individual differences (IDs) in Computer-Assisted Language Learning (CALL). This study begins with a brief overview of drastic changes in educational delivery methods by wide application of technological tools and ends by developing a framework that emphasizes on the need for studying IDs in CALL settings. To gain a comprehensive support to develop this framework, an extensive literature review was conducted by focusing on a) instruction and technology integration, b) natural aptitude of Net generation for technology-mediated education, c) utilizing technology in language learning process, d) CALL properties, e) CALL advantages in second language learning, f) the effect of IDs in language learning, g) common taxonomies of IDs in language learning process, and h) the role of IDs in technology-mediated learning environments. This study motivates future research to find relationship between IDs and language learning CALL environments.

Why Studying Individual Differences in CALL?

2015 ◽  
pp. 24-45 ◽  
Author(s):  
Maryam Tayebinik ◽  
Marlia Puteh
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Process ◽  
Future Research ◽  
Net Generation ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Extensive Literature ◽  
Mediated Learning ◽  
Delivery Methods

The present chapter aims to highlight the importance of studying individual differences (IDs) in Computer-Assisted Language Learning (CALL). This study begins with a brief overview of drastic changes in educational delivery methods by wide application of technological tools and ends by developing a framework that emphasizes on the need for studying IDs in CALL settings. To gain a comprehensive support to develop this framework, an extensive literature review was conducted by focusing on a) instruction and technology integration, b) natural aptitude of Net generation for technology-mediated education, c) utilizing technology in language learning process, d) CALL properties, e) CALL advantages in second language learning, f) the effect of IDs in language learning, g) common taxonomies of IDs in language learning process, and h) the role of IDs in technology-mediated learning environments. This study motivates future research to find relationship between IDs and language learning CALL environments.

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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