scholarly journals Computer Assisted Language Learning (CALL) Activities and the Students’ English Oral Proficiency

2021 ◽  
Vol 2 (3) ◽  
pp. 307-314
Author(s):  
Zaida K. Ulangkaya
Keyword(s):  
Language Learning ◽  
English Proficiency ◽  
Learning Activities ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Proficiency Level ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
The Impact

The study aimed to determine the impact of Computer Assisted Language Learning Activities to the oral English Proficiency of JEEP 1 students. The students' pre and post mean scores were compared to determine the significant improvement in their oral English proficiency. This research made used of the experimental research design with pre and post-test design with 58 randomly selected students from different year levels who were enrolled at Mindanao State University- Maguindanao and currently taking the subject JEEP 1 of the S.Y. 2014-2015. The instrument used covered four specific areas as Sentence Reading, Reading and Pronunciation, Comprehension and Structure, and Sentence Repetition. The following are the summary of the findings: 1. Before the CALL Activities in JEEP 1, the students’ oral English proficiency is lower elementary as indicated by the mean of 0.60; After engaging to the CALL Activities, the students’ oral English proficiency is still lower elementary as proven by the mean score of 0.79; and After comparing the results, it was found out that there is a substantial transformation in the students' oral English proficiency level before and after Computer Assisted Language Learning Activities in JEEP 1 as indicated by the t-Value of 2.84. Based on the results of the study, it was determined that CALL Activities have contributed slight improvement to the student’s oral English proficiency score. However, the said activities did not improve their oral English proficiency level possibly due to some unknown factors that might have affected them during the duration of the study.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

scholarly journals Hot Potatoes activities to improve grammatical accuracy across different proficiency courses

2020 ◽  
Author(s):  
Izaskun Villarreal ◽  
Esther Gómez Lacabex ◽  
Francisco Gallardo del Puerto ◽  
María Martínez Adrián ◽  
Juncal Gutiérrez Mangado
Keyword(s):  
University Students ◽  
Language Learning ◽  
The Other ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Proficiency Level ◽  
Before And After ◽  
Grammatical Accuracy ◽  
Effect Of Treatment

Few studies have gauged the effects of Computer Assisted Language Learning –CALL– on the verbal accuracy of students. The current study explores the use of Hot Potatoes JCloze-type exercises as supplementary classroom work to enhance the English tense accuracy of university students enrolled in three EFL proficiency level courses -high-intermediate (B2) and advanced (C1 and C2). Tense marking was measured before and after a period of autonomous, self-paced CALL work in which students could access theoretical information and practiced with Hot Potatoes exercises. The comparisons revealed that the experience was mainly beneficial for the C1 level course group, the other two experimenting non-significant gains. Results only partially support a boosting effect of CALL additional practice. They also suggest that proficiency should be taken into consideration as it can affect the effect of treatment as not all the proficiency level courses experienced advantages. Alternatives to improve effectiveness are then suggested.

scholarly journals USAGE OF YOU TUBE- BASED VIDEOS IN LEARNING DAILY ENGLISH CONVERSATION FOR CHILDREN AT ASRAMA YATIM MIZAN AMANAH, SALIHARA, PASAR MINGGU, SOUTH JAKARTA

Pujangga ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Evi Jovita Putri ◽  
Gilang Ilham Agustinus ◽  
Intan Kusuma Wardhani
Keyword(s):  
Language Learning ◽  
Test Score ◽  
Qualitative Method ◽  
Influential Factors ◽  
Learning Activities ◽  
Factors Affecting ◽  
Before And After ◽  
Post Test ◽  
Learning English ◽  
Descriptive Qualitative

ABSTRACT This research aims to analyze the effectiveness of YouTube-based videos as a media in learning daily English conversation for children and to identify factors affecting learning daily English conversation for children by using YouTube-based videos as a media. To obtain the aims, this research uses six children whose ages vary from ten to twelve years old lived in Asrama Yatim Mizan Amanah located at Jalan Salihara, Pasar Minggu, South Jakarta as the source of data. Descriptive qualitative method is applied as the research design. In collecting data, the researchers gather the result of learning activities in pre-tests, treatments, and post-tests. Meanwhile, in analyzing the data, the researchers compare the children’s pre-test score with their post-test score to see the development of learning which show their competence before and after being treated. in this case, the research is focused on two topics, Greeting and Introduction in English. The children are introduced some expressions of greeting and introduction in English children by using YouTube-based videos, then some roleplays or conversation containing expressions of greeting and introduction are shown to the children by watching together YouTube-based videos. The last, the children are asked to recognize and practice the expression of greeting and introduction in English. The result shows that the usage of YouTube based video as a media in learning daily English conversation for children is considered effective. Four out of six children are able to memorize new expressions of both greeting and introduction in English, whereas the two other children remains stagnant after learning using YouTube based videos. It is found that there are factors that affect learning English for children by using this media, they are; personality, motivation and attitude, intelligent, learners’ belief, and personality. The most influential factors affecting learning are motivation and attitude. The successful children have these factors stronger rather than the stagnant children. Based on the result, the effectiveness in learning English using YouTube-based videos will be stronger if it is supported by an interactive and conducive learning atmosphere. The learning atmosphere should be considered to achieve a stronger speaking English proficiency. Key words: YouTube based-videos, language learning, daily English conversation ABSTRAK Penelitian ini ditujukan untuk menganalisis keefektifan penggunaan video berbasis YouTube sebagai media dalam belajar percakapan bahasa Inggris sehari-hari pada anak-anak dan untuk mengidentifikasi faktor yang mempengaruhi pembelajaran percakapan bahasa Inggris sehari-hari pada anak-anak yang menggunakan video berbasis YouTube. Untuk mencapai tujuan tersebut, penelitian ini menjadikan enam orang anak berumur sepuluh hingga dua belas tahun yang tinggal di Asrama Yatim Mizan Amanah Jalan Salihara, Pasar Minggu, Jakarta Selatan sebagai sumber data. Penelitian ini menggunakan metode descriptive qualitative. Disini, proses pengumpulan data meliputi pengumpulan hasil pre-tests, treatment, dan post-test. Sementara itu, proses analisis data dilakukan dengan cara membandingkan skor pre-test dengan skor post-test pembelajar untuk melihat perkembangan pembelajaran yang menunjukkan perkembangan anak-anak sebelum dan sesudah pembelajaran. Penelitian difokuskan pada dua topik pembelajaran yaitu sapaan dan perkenalan bahasa Inggris. Dalam hal ini anak-anak diajak mengenal ekspresi sapaan dan perkenalan dalam Bahasa Inggris melalui video yang ada pada YouTube. Kemudian menonton beberapa simulasi dari perilaku menyapa dan berkenalan dalam Bahasa Inggris juga melalui video You-Tube. Pada tahap terakhir, para pembelajar ini diminta untuk berlatih mengingat dan mempraktekkan ungkapan sapaan dan perkenalan dalam Bahasa Inggris Hasil penelitian menunjukkan bahwa penggunaan video berbasis YouTube sebagai media belajar percakapan bahasa Inggris sehari-hari adalah efektif. Empat dari 6 anak mampu mengingat kosakata sapaan dan perkenalan yang baru secara signifikan setelah belajar menggunakan media video berbasis You Tube, meskipun ada 2 anak yang tidak mengalami peningkatan. Ada beberapa faktor yang memengaruhi pembelajaran pada anak-anak tersebut diantaranya kepribadian, motivasi dan sikap, kecerdasan, dan keyakinan. Faktor yang paling berpengaruh pada pembelajaran adalah motivasi dan sikap. Anak-anak yang mengalami peningkatan belajar yang pesat memiliki faktor motivasi dan sikap yang lebih kuat dibanding anak-anak yang tidak mengalami peningkatan. Berdasarkan hasil tersebut, keefektifan dalam belajar percakapan Bahasa Inggris sehari-hari menggunakan video YouTube menjadi lebih besar jika didukung oleh atmosfer belajar yang interaktif dan kondusif. Hal ini mesti diperhatikan guna mencapai kemampuan Bahasa Inggris lisan yang lebih baik. Kata Kunci: Video YouTube, Pembelajaran Bahasa, Percakapan dasar dalam Bahasa Inggris.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

Exploring teachers’ professional development through participation in virtual exchange

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Robert O’Dowd ◽  
Melinda Dooly
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Methodological Innovation ◽  
Teachers Professional Development ◽  
The Impact

Abstract Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched extensively. However, this research has principally focused to date on learner gains and the impact on teachers has been much less explored. This paper identifies the impact of VE on foreign language teachers’ practices and their professional development by examining the results of a qualitative study of 31 teacher trainers who engaged their classes in VE projects as part of a large-scale European project. The findings of the study suggest that participation in VE projects provides teachers with valuable experience in continued professional development and methodological innovation. In particular, VE was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, to develop their own online collaboration skills, and also to introduce more innovative approaches in their current teaching practice.

scholarly journals The Impact of Computer-assisted Language Learning Training on Teachers’ Practices

2018 ◽  
Vol 9 (6) ◽  
pp. 1127 ◽  
Author(s):  
Mohsen Hedayati ◽  
Bronwyn Reynolds ◽  
Andy Bown
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Training Courses ◽  
Language Schools ◽  
The Impact

This study investigated and identified the common computer-assisted language learning (CALL) teacher training types in the Iranian private language schools (PLSs), and their effectiveness in shaping and encouraging teachers’ use of new technologies. An exploratory mixed method approach was employed, and a total of 86 Iranian EFL (English as a foreign language) teachers participated in this study. The results indicated that teachers were primarily self-trained, in the absence of comprehensive CALL training provided by either PLSs or teacher training courses offered at university level. It was concluded that self-training had resulted in subsequent sporadic and non-systematic use of CALL by teachers.

scholarly journals The Impact of Computer Assisted Language Learning (CALL) Use of English Vocabulary Enhancement

2020 ◽  
Vol 4 (1) ◽  
pp. 206-221
Author(s):  
Yuri Lolita ◽  
Endry Boeriswati ◽  
Ninuk Lustyantie
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Computer Assistance ◽  
Action Model ◽  
Process Computer ◽  
The Impact ◽  
Method Approach

This study aims at improving students’ comprehension on English vocabulary using computer and finding out the effectiveness, efficiency and the attractiveness of Computer Assisted Language Learning (CALL) in English learning. It was carried out at SMP Sunan Giri Gresik by using proactive action research method and intervention action model. The participants belonged to 3 different class groups. Thirty of them were from 7th grade (Amanah class) and thirty-two of them from (Hidayah class). The other 30 participants from (Inayah class). The data were collected and analyzed by using mixed method approach. Instruments used for collecting data in this study are questionnaires, documents, observation check list, interview, and achievement tests. The results showed that the treatments give affect positively for students especially treatment on cycle 2. It also can be seen by the students’ involvement actively during learning process. Computer assisted learning especially using software gave students chance to explore their English skill especially the vocabulary through interacting directly with computer by doing exercises given individually in pair or group. From the explanation above it can be concluded that English learning in junior high school can be improved with the help of computer assistance in this matter called Computer-Assisted Language Learning (CALL) mainly to improve English vocabulary. Keywords: Computer-assisted language learning (CALL), English vocabulary, Students’ comprehension

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