scholarly journals The Use of Aids for Teaching Language Components

2012 ◽  
Vol 2 (6) ◽  
pp. 136
Author(s):  
Ahmed Mohammed Alduais
Keyword(s):  
Language Learning ◽  
Teaching Approach ◽  
System Component ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Sound System ◽  
Teaching Language ◽  
Study Results ◽  
Grammatical Structures ◽  
Three Phases

Purpose: To present briefly the basic used phases when using aids to teach language components and also to outline the possible aids that could be used to support the teaching of each language component.   Method: Related literature about the teaching of language components and use of aids were thoroughly consulted. On the basis of this, the study did not include any data-collection, investigated hypotheses, or whatever! It is just a descriptive study. Results: The descriptive discussion of the above raised issue indicated that three phases are to be minimally considered when using aids to teach the sound system component: discrimination and recognition, repletion and/or imitation, and free-production; three phases also for grammatical structures, namely: mechanical-drills, meaningful-exercises, and communicative exercises; and three also for vocabulary: form, meaning, and contextual usage and collocations. Besides, the major possible aids for teaching each language component were outlined and followed with the use of conventional labs, radio and TV¾for teaching language components. The last part introduced computer-assisted language learning CALL, its uses and the advantages of using it for teaching language components in particular and language skills in general.   Conclusions: The use of aids whether they were conventional or modern is inexorably required so that language teachers can achieve what could have never been achieved through non-aid use teaching methods and/or strategies. Keywords: Language components, aids for teaching language components, , sound system, vocabulary, grammatical structures, computer-assisted language learning, aids-use teaching approach, non-aids-use teaching approach     

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

2021 ◽  
pp. 204275302110365
Author(s):  
Akbar Bahari
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Language Skills ◽  
Educational Technologies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Software Developers ◽  
Teaching Language ◽  
Skills Learning ◽  
Listening And Speaking

The emergence of newer educational technologies provides opportunities for computer-assisted language learning practitioners and software developers to capitalize on the affordances for the second language (L2) learning purposes. This article explored and brought together the reported affordances and challenges of virtual reality to teach the L2 receptive and productive skills by reviewing seventy-five peer-reviewed articles published from 2010 to 2020. The results revealed an imbalanced trend of research on language skills learning by virtual reality tools and affordances in favor of listening and speaking skills compared to reading and writing skills. The obtained data were tabularized in terms of language skills. The results were visualized by hierarchical database formats. Pedagogical implications of the study inform teachers about affordances available to teach L2 skills in educational virtual reality environments toward a more digitally enhanced L2 pedagogy. Theoretical implications of the study inform researchers about the challenges that need to be addressed.

scholarly journals How computer assisted language learning literacy is conceptualized in research? The road thus far

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 577-584
Author(s):  
Fatemeh Nami
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Review Of Literature ◽  
The Road ◽  
Teaching Language ◽  
Effective Integration

For effective integration of any tool including digital technologies into their daily practices of teaching, language teachers need to develop their understanding of such technologies and develop their pedagogical knowledge to draw on them. In other words, they require relevant computer assisted language learning (CALL) literacy. While research on professional, technical, and digital literacies is growing, CALL literacy has not been adequately addressed in second and foreign language learning research. The present article features a comprehensive review of literature on the concept of digital and CALL literacy and offers implications for research in this regard.

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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