Reading and Learning from Screen

2006 ◽  
pp. 257-277 ◽  
Author(s):  
Miriam Schcolnik ◽  
Sara Kol
Keyword(s):  
Language Learning ◽  
Presentation Mode ◽  
Electronic Text ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Electronic Texts ◽  
Screen Reading ◽  
Navigation Method ◽  
The Web ◽  
The Way

Electronic texts are playing an increasing role in education in general and in languagecourses in particular. Computer-assisted language learning (CALL) tasks utilizingauthentic texts on the Web require extensive screen reading. The flexible nature ofelectronic text encourages customization, which is important for effective screenreading and learning. For users to read comfortably and effectively, attention must bepaid to the way electronic text is presented. Presentation includes factors related tothe screen (e.g., contrast), to the reader (e.g., familiarity with the medium) and to thetext layout (e.g., number of lines per screen). Navigation method (e.g., scrolling orpaging) may also affect reading and learning from screen. Two studies conducted bythe authors show that not everyone performs well with the same presentation mode andthat preferences also vary. Designers of user-centered CALL materials should, therefore,allow for choice of presentation mode.

EVALUATING THE INTELLIGENT FEATURES OF A WEB-BASED INTELLIGENT COMPUTER ASSISTED LANGUAGE LEARNING SYSTEM

2004 ◽  
Vol 13 (02) ◽  
pp. 411-425 ◽  
Author(s):  
VICTORIA TSIRIGA ◽  
MARIA VIRVOU
Keyword(s):  
Language Learning ◽  
Intelligent System ◽  
Learning System ◽  
Three Dimensions ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Web Based ◽  
Effective Use ◽  
Intelligent Computer ◽  
The Web

In this paper we present and discuss the results of the evaluation of an Intelligent Computer Assisted Language Learning (ICALL) system that operates over the Web. In particular, we aimed at evaluating the system along three dimensions: a) the effect of the intelligent features of the system on the learning outcome of students, b) the system's ability to provide individualized support to students that leads to more effective use of the system and c) the general usability and friendliness of the ICALL. To achieve this, we conducted an empirical study, where we compared the intelligent system with a non-intelligent version of it. The results of the study revealed that the students of the Web-based ICALL had gained more knowledge of the domain and had been able to interact with the system more effectively as compared to the students that had used the non-intelligent version of the system. However, the students of the intelligent version of the system found it more difficult and they needed more time to get acquainted with the system in comparison to the students of the non-intelligent system.

Where do we go from here - and who is leading the way?

ReCALL ◽  
1991 ◽  
Vol 3 (5) ◽  
pp. 3-5
Author(s):  
Nina Garrett
Keyword(s):  
Language Learning ◽  
Golden Age ◽  
Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Third ◽  
The Way

The effort to develop CALL can be thought of as progressing through three eras. In the first era, the technology itself led the way; constraints on hardware and software dictated the pedagogical uses to which we could put the machinery. In the second era - where we still find ourselves - language teaching leads the way. In the third era - the golden age of CALL - it will be language learning which motivates and controls the development of the whole effort, but we are not there yet. (I shall discuss in more detail why I believe that current developments in ‘learner-centred’ and ‘learner-controlled’ activities on the computer do not as yet really qualify as computer-assisted language learning.)

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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