Attitudes of Adult EFL Learners Towards Preparing for a Language Test via CALL

2019 ◽  
pp. 1730-1745
Author(s):  
Nilüfer Bekleyen ◽  
Serkan Çelik
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Test ◽  
State University ◽  
Adult Language Learners ◽  
Traditional Classroom Teaching ◽  
Higher Education Preparation

The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.

Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL

2017 ◽  
pp. 214-229
Author(s):  
Nilüfer Bekleyen ◽  
Serkan Çelik
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Test ◽  
State University ◽  
Adult Language Learners ◽  
Traditional Classroom Teaching ◽  
Higher Education Preparation

The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.

scholarly journals The spread of computer-assisted language learning

2009 ◽  
Vol 43 (1) ◽  
pp. 66-74 ◽  
Author(s):  
Carol A. Chapelle
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Comparative Research ◽  
Applied Linguistics ◽  
Clear Distinction ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Culture Learning ◽  
Language And Culture ◽  
Research Perspectives

This paper argues that the vertical spread of computer-assisted language learning (CALL), i.e., a spread throughout language materials and curricula, makes it difficult to draw a clear distinction between CALL and other language materials. In view of the emphasis that teachers, researchers, and administrators have placed on evaluating CALL, I argue that some valuable lessons about materials evaluation can be drawn from reflection on issues in CALL evaluation. In particular, I discuss the opportunities for professionals to reconsider assumptions held about comparative research, draw upon research perspectives and methods from applied linguistics in materials evaluation, and include critical perspectives which examine the opportunities that materials offer language learners to engage in language and culture learning.

A hypertext approach to foreign language reading

2003 ◽  
Vol 17 ◽  
pp. 91-110 ◽  
Author(s):  
Jeong-Bae Son
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Foreign Language Learners ◽  
Foreign Language Reading ◽  
Reading Materials ◽  
Reading Text ◽  
Computer Based

This article reports the results of a study conducted to examine the use of three different reading text formats: paper-based format (PF), computerbased non-hypertext format (NHF), and computer-based hypertext format (HF). It investigates foreign language learners’ reactions to the three text formats, focusing particularly on the usefulness of hyperlinks in computermediated text to provide readers with optional assistance during independent reading. Data collected from an interview with a group of Korean as a foreign language (KFL) students are presented and discussed. The results of this study show that the students considered the use of hyperlinks to be helpful and useful for their learning and suggest that it is important to look at the way in which reading materials and supporting information are presented when designing or selecting computer-assisted language learning (CALL) programs.

Perspectives on computer assisted language learning

ReCALL ◽  
1995 ◽  
Vol 7 (2) ◽  
pp. 5-19 ◽  
Author(s):  
Kurt Kohn
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Computer Based Learning ◽  
Recent Developments ◽  
Distance Communication ◽  
Computer Based ◽  
And Training

Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.

scholarly journals A Study on Self-efficacy and Its Role in Mobile-assisted Language Learning

2020 ◽  
Vol 10 (4) ◽  
pp. 439
Author(s):  
Zhenyu Yang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
Easy Access ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Information Communication ◽  
Self Regulated Learning ◽  
Mobile Assisted Language Learning ◽  
Limit Access

In this era of digital technology, time and place no longer limit access to information, communication, and learning. Following the trend and popularity of CALL (Computer-assisted Language Learning), MALL (Mobile-assisted Language Learning) is gaining increasing attention and application. Many teachers as well as language learners turn to these mobile devices for various language learning purposes due to easy access to resources, convenience, and less language anxiety. Despite the comprehensive functions and sophisticated devices, a high percentage of learners still lag behind and even give up the apps after some time of use. Some research shows that the unsuccessful learners’ lack of motivation constitutes a major hinderance in their self-regulated learning. This study tries to analyze an important component in learners’ motivation, that is self-efficacy (especially computer self-efficacy), and seek for good solutions to the current problems.

Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments

ReCALL ◽  
2002 ◽  
Vol 14 (1) ◽  
pp. 120-132 ◽  
Author(s):  
JOHN H. GILLESPIE ◽  
J. DAVID BARR
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Common Learning ◽  
The Uk

This paper examines staff reaction towards the use of Computer Assisted Language Learning (CALL) and Communications and Information Technology (C&IT) in language learning and teaching. It considers the attitudes of colleagues in three different universities, two in the UK and one in Canada. Our findings suggest that staff in these three locations are not resistant to the use of computer technology in learning and teaching but rather that any hesitations they have are due to a range of different factors of a practical kind, ranging from time pressures to course relevance. We found that staff in one institution are clearly more enthusiastic about using CALL and C&IT than colleagues in the other two, but that they were also widely welcomed in the latter. One of the main reasons for this has been the creation of common learning environments on the Web. In addition, findings show that staff already convinced of the benefits that CALL and C&IT bring to the teaching and learning experience (radicals) have a role in encouraging their less enthusiastic colleagues to begin using this form of technology. However, we found that the majority of colleagues are not radicals, but pragmatists, and are willing to make use of CALL and C&IT provided that the benefits are clearly guaranteed. There remains a small minority of conservatives. No suggestions are made as to how to deal with them.

scholarly journals Crowdsourcing in language learning as a continuation of CALL in varied technological, social, and ethical contexts

2020 ◽  
pp. 75-80
Author(s):  
Elżbieta Gajek
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
General Concept ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Motivational Factor ◽  
Cost Action ◽  
European Project ◽  
Active Contribution

Crowdsourcing not only opens new perspectives within the general concept of Computer Assisted Language Learning (CALL), but also raises questions about ethics, motivation, and fair contribution. Technology offers platforms such as Duolingo, Bussu, and Babbel for learning languages with active contribution of the learners. Such applications reach millions of users. Thus, there is a need for initiatives to explore the potential of crowdsourcing for language learning. One of them is enetCollect CA16105 Combining Language Learning with Crowdsourcing Techniques, which is a European project within COST action. The aim of this paper is to disseminate the project’s ideas as well as present some results of the research done by the author as her contribution to the project activities. The findings show that language learners are not heavy gamers and the feedback they receive is the strongest motivational factor towards crowdourcing.

scholarly journals Re-orienting CALL through the lens of complexity theory

2019 ◽  
pp. 151-156 ◽  
Author(s):  
Robert Godwin-Jones
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Complexity Theory ◽  
Ecological Model ◽  
Developmental Trajectories ◽  
Learning System ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The People

Complexity Theory (CT) provides a useful framework for understanding Second Language Acquisition (SLA). Using an ecological model, CT studies the dynamic processes of change and emergent outcomes over time, tracing back how trajectories may have been affected by changes in and interactions among multiple variables and subsystems. Language learners do not follow linear learning paths, but rather their progress depends on a variety of interlocking variables. Developmental trajectories will look different for each learner. That is particularly the case for informal language learning, in which learners co-adapt from a wide variety of resources, leading to divergent outcomes (Godwin-Jones, 2018a). A CT approach emphasizes the dynamics of the interplay between learner variables and the people, artifacts, and services constituting the L2 learning system. It aligns well with usage-based linguistics. Viewing language learning from a CT perspective has a number of consequences for Computer Assisted Language Learning (CALL) research, explored here.

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