CALL Course Design for Second Language Learning

2010 ◽  
pp. 88-103
Author(s):  
Abbad Alabbad ◽  
Christina Gitsaki ◽  
Peter White
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
New Technology ◽  
Strong Support ◽  
The Internet ◽  
Control Group ◽  
First Year Students

The study presented in this chapter investigated the impact of computers and the Internet on both the achievement of learners of English as a foreign language (EFL) and their attitudes toward learning EFL. The field study took place at a University in Riyadh, Saudi Arabia, where first year students study English 101, a compulsory English language course. Thirty students were randomly selected to study in an alternative EFL course using computers, the Internet and collaborative activities within a constructivist framework. Another group of 38 students was also randomly selected to be the control group. These students attended English 101 taught using traditional teaching aids and the grammar-translation teaching method. The study was 13 weeks long. The findings of the study indicate a strong positive shift in the subjects’ attitude and motivation toward learning EFL after using the new technology-based approach. As to the subjects’ language achievement, the treatment group outperformed the control group by 30%. These findings provide strong support for the effectiveness of a technology-enhanced learning environment for second language teaching and learning.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Aisha Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Classroom Environment ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonparametric Test ◽  
Research Paper ◽  
L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2020 ◽  
pp. 145-165
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Theoretical Framework ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

scholarly journals Computer Dictionaries and Encyclopedias in Teaching English as a Second Language

1970 ◽  
pp. 55-62
Author(s):  
Damira Jantassova ◽  
Safura Zhilkishenova ◽  
Elena Klukina
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Free Access ◽  
Information Communication ◽  
School Students ◽  
Experimental Teaching ◽  
Computer Based

The objective of this paper is to explore one of the aspects of the problem of the use of information communication technologies in English as a Second Language teaching and learning. There has been studies on the effectiveness of computer dictionaries and encyclopedias in teaching and learning English language as well as the attitude of school English teachers to the application of computerbased inquiry software that are considered to be new in Kazakhstani comprehensive education. This article argues that computer dictionaries and encyclopedias contribute to development of English language learning by providing a teacher and a learner with a didactic tool for free access to a variety of materials, comfortable information search opportunities, and communication as well. The study that was conducted in Karaganda city high school, Kazakhstan, shows that the computer dictionaries and encyclopedias motivate school students to learn English language more enthusiastically. Key words: computer-based inquiry software, hypermedia, language skills, experimental teaching DOI: 10.3126/nelta.v14i1.3091 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 55-62

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals GOOD LANGUAGE LEARNERS AND THEIR STRATEGIES: AN INSIGHT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Kumaresen Mahalingam ◽  
Melor Md. Yunus
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
Language Learning Strategies

The Malaysian Education Blueprint is aimed to ensure every child is proficient in English Language besides Bahasa Malaysia. Thus the English Language syllabus is geared to mould learners to become successful language learners. However, not all learners are capable of being successful language learners despite years of schooling. Therefore, this study aims to investigate language learning strategies used by good language learners in learning English as their second language. To achieve the aim of the study, a questionnaire was used to collect the quantitative data. 30 pupils with good language ability from a rural primary school in Sabah were selected to participate in this study. The findings of the study indicated that different language learners prefer different learning strategies to improve their second language learning.  The learning strategies also vary based on the language skills they are learning. The findings of the study are hoped to provide significant impact to the pupils, teachers and curriculum planners to integrate language learning strategies in teaching and learning to assist successful language learning.

scholarly journals The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 372 ◽  
Author(s):  
Mustapha Hajebi ◽  
SeddiQ Taheri ◽  
Farhad Fahandezh ◽  
Hosain Salari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Language Class ◽  
Significant Difference

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

scholarly journals THE EFFECT OF USING FLASHCARDS ON STUDENT VOCABULARY MASTERY

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Riryn Fatmawaty
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Homogeneity Test ◽  
New Words ◽  
Post Test ◽  
Language Teaching And Learning

As we know that vocabulary is as a major component of language learning. Without having adequate vocabulary we will get difficulty to learn English. So that way it has to be mastered by learners. It should be the first priority in English language teaching and learning because as a central of language teaching and learning. It means that by mastering vocabulary, of course with grammar, the learners will produce so many sentences easily either in spoken or written one. Actually, there are many methods that used by teacher in English's teaching in order to reach the goal in teaching and learning English, such as using cartoon movies, pictures, jigsaws, games, song and etc. Another way is learning through vocabulary card or flashcard. As we listen and read, we often meet new words by flashcard. A flashcard is a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study". The problem of the study is the students vocabulary mastery of MI. Babul Ulum Dorogede Gedangan Sukodadi Lamongan is very low, so researcher does a research in that school in a month, there are two meetings for doing pre test and post test, while four time for teaching and learning activities for each class by using flashcard. In doing research, the experimental class were given several treatments, while the control group get the lesson as usual. The topics lessons, teacher, pre-test and post test were same, but the method of teaching was different. Based on the result of statistic test, it is known that the result scores of experiment class is higher than control class and it is described as follows; based on the normality test, that the result from experiment class is (-2,7756 < 11,3449), and from control class is (-19,6799 < 11,3449). That means H0 received, both samples is from population distributes normal. Based on the homogeneity test is (2,25 < 3,69), that H0 us received. So that, both samples is from variant homogeneity. Based on the differences between mean with the t-test, that is (2,12 < 6,69), means that H0 is refused. So, the final score of students who taught by using flashcard is better than the students who do not use.Keywords: Flashcard, Vocabulary mastery

scholarly journals Students’ Perceptions of a Student-Produced Video Project in the General English Language Course at Srinakharinwirot University, Thailand

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Supanit Kulsiri
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Mean Value ◽  
English Language Proficiency ◽  
Working Environment ◽  
First Year Students ◽  
Problem Solving Skills ◽  
Video Project

The research was conducted to study students’ perceptions of a student-produced video project (SPV project) in the context of the General English Language Course at Srinakharinwirot University in Thailand. First year students with a pre-intermediate level of English language proficiency, who were enrolled in the General English Language course, were assigned to work on a SPV project that required them to make a short video related to content learnt in class. There were four main objectives of the SPV project which were: (1) to provide an environment that allows students to grasp a deeper understanding of the topic learnt in class; (2) to enhance English language proficiency as well as creativity and problem-solving skills; (3) to promote the use of Information and communication technology (ICT) in language teaching and learning and (4) to provide a collaborative working environment among students. There were 450 students who participated in this project. A questionnaire on the perceptions of the SPV project was administered to 107 students. It covered three aspects (1) the improvement of students’ English language proficiency and life skills, (2) the use of technological tools and (3) collaboration among peers. Questionnaires results were statistically analyzed and reported in descriptive statistics. Findings indicated that students had positive perceptions toward the SPV projects in all three aspects. The aspect that received the highest mean value was that of collaboration among peers. This paper advocates the use of SPV projects as feasible and adaptable language projects suitable for the language learning in the 21st century.

scholarly journals The Role of Technology for Language Teaching and Learning: An Evaluative Study

2021 ◽  
pp. 45-51
Author(s):  
Dr Vadlamani Padma
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
New Technology ◽  
Practical Method ◽  
Primary Objective ◽  
Language Teachers ◽  
English Language Teachers

The primary objective of this paper is to  examine the role of technology for language teaching. It focusses to make English language teachers cognizant of the techniques to implement appropriately. Technology plays an essential role in teaching of English. It helps in giving a practical method to a resource.  Technology when  perfectly incorporated enriches  the objectives of learning. Efficacious integration of technology is fruitful when students can select them to acquire information in a judicious manner, examine and combine the information, and present it professionally There is a significant development in the  teaching of  English language methodology  with the application of new technology. Technology is unceasingly, and precipitously, growing.  To maximise progressive language learning outcomes, student-teacher platforms are created extensively. Accordingly, the present English language teachers now  actively integrate different technological aids devised to help  the best possible teaching approaches.

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