scholarly journals A Review of CALL and TE Research on Grammar Learning: Suggestions for Further Research and Pedagogical Implications

2016 ◽  
Vol 5 (1) ◽  
pp. 28
Author(s):  
Karim Shabani ◽  
Elahe Mashayekh Bakhshi ◽  
Samaneh Samarghandi
Keyword(s):  
Language Learning ◽  
Educational Software ◽  
Positive Impact ◽  
Computer Assisted ◽  
Grammar Teaching ◽  
Input Enhancement ◽  
Grammar Learning ◽  
Technological Tools ◽  
Power Point Presentation ◽  
Power Point

Applying various approaches for efficient grammar teaching has been the focus of abundant research among which elaborating on the effect of focus on form perspective such as computer-assisted language learning (CALL) and input enhancement on the learners’ grammar improvement can be beneficial in grammar research studies. Regarding CALL domain, different technological tools have been applied and their efficiency has been taken into account by various research papers, demonstrating the due positive impact of their utilization in the classroom, paving the way for the learners to experience peer interaction and support, while having teacher’s scaffolding, to gain mastery over grammar. To name a few CALL tools, web-based learning, power point presentation, video projector, and educational software can practically be employed at the service of teaching grammar. One of the sub-division strategies of input enhancement is textual enhancement (TE) through which target forms are bolded, underlined, italicized, colored, or highlighted. Researchers in the field of grammar learning are seeking new methodologies by examining the positive effect of TE combined with CALL approach on the second or foreign language learners’ grammar learning. Hence, the purpose of this study is to present a review of the current literature in order to investigate, to what extent, technology-based instruction can improve learners’ grammar performance. Studies concerning different types of technological tools, TE formats, and the combination of CALL and TE are accounted for in this research. Finally, suggestions for further research and pedagogical implications are provided.

OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS

2002 ◽  
Vol 24 (4) ◽  
pp. 541-577 ◽  
Author(s):  
Shinichi Izumi
Keyword(s):  
Positive Impact ◽  
Visual Input ◽  
Target Language ◽  
Computer Assisted ◽  
Learning Gains ◽  
Input Enhancement ◽  
Target Form ◽  
Subsequent Discussion ◽  
Form Features ◽  
Esl Learners

This study investigates the potentially facilitative effects of internal and external attention-drawing devices—output and visual input enhancement—on the acquisition of English relativization by adult English as a second language (ESL) learners. Specifically, the study addresses: (a) whether the act of producing output promotes noticing of formal elements in the target language (TL) input and affects subsequent learning of the form; and (b) whether such output- induced noticing and learning, if any, would be the same as that effected by visual input enhancement designed to draw learners' attention to problematic form features in the input. These questions were examined in a controlled experimental study in which the requirements of output and exposure to enhanced input were systematically varied. A computer-assisted reconstruction and reading task was used as the vehicle of presentation of the target input materials. The major findings are: (a) Those engaged in output-input activities outperformed those exposed to the same input for the sole purpose of comprehension in learning gains; (b) those who received visual input enhancement failed to show measurable gains in learning, despite the documented positive impact of enhancement on the noticing of the target form items in the input; and (c) in view of the above, no support was found for the hypothesis that the effect of input enhancement was comparable to that of output. The subsequent discussion centers on reexamining the construct of noticing and argues for the need to consider levels and types of processing in order to account for how sensory detection can lead to learning.

scholarly journals An Arabic Mispronunciation Detection System Based on the Frequency of Mistakes for Asian Speakers

2021 ◽  
Vol 40 (2) ◽  
pp. 279-297
Author(s):  
Faria Nazir ◽  
Muhammad Nadeem Majeed ◽  
Mustansar Ali Ghazanfar ◽  
Muazzam Maqsood
Keyword(s):  
Language Learning ◽  
Second Language Learners ◽  
Positive Impact ◽  
Detection System ◽  
Confusion Matrix ◽  
Classification Problem ◽  
Support Vector ◽  
Svm Classifier ◽  
Computer Assisted ◽  
Detection Model

Over the last few decades, the field of artificial intelligence and machine learning has evolved. Due to the advancement in these fields, much work has been done to assist language learning with the help of computers called Computer-Assisted Language Learning (CALL). Mispronunciation detection is one of the significant tasks of the CALL system. An efficient mispronunciation detection model has a positive impact on the life of second language learners by providing phoneme level feedback. In this paper, we introduce the phone grouping technique for mispronunciation detection that is based on mistakes probability. We consider mispronunciation detection as a classification problem, traditionally for this purpose, a separate classifier is trained for each phoneme mistake that requires a lot of memory and time. Instead of training a separate classifier, we group the phoneme based on their mistakes probability that helps in reducing the number of the classifiers to be trained and also saves memory and time. We use the Support Vector Machine (SVM) classifier and test the results on the Arabic dataset (28 Phonemes). The performance of our proposed method is evaluated by using accuracy. The results of the model are evaluated using the confusion matrix and gives an accuracy of 88%. Our approach outperforms the existing systems developed for Arabic phonemes in terms of accuracy and is also time/memory efficient.

Bridging the gap: grammar as hypertext

ReCALL ◽  
1997 ◽  
Vol 9 (2) ◽  
pp. 17-25 ◽  
Author(s):  
Nicole McBride ◽  
Karen Seago
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Cognitive Learning ◽  
Theoretical Explanation ◽  
Independent Study ◽  
Learning Processes ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
Computer Based ◽  
The University

We argue that grammar is an important element of language learning and that adult learners need a combination of exposure and cognitive learning processes. We addres the pragmatics of reource driven grammar teaching and identify grammar as suitable for independent study if computer based. With reference to a hypertext grammar package developed at the University of North London, we argue that the interactivity of hypertext-based grammar bridges the gap between embedded grammar teaching and theoretical explanation of language. Which allow an intuitive gateway to grammar learning.

scholarly journals Identifying the contradictions in the technology enhanced language classroom

Seminar.net ◽  
2021 ◽  
Vol 17 (01) ◽  
Author(s):  
Rob Miles
Keyword(s):  
Language Learning ◽  
Activity Theory ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
English Language Teaching ◽  
Future Research ◽  
Computer Assisted ◽  
Technology Enhanced Learning

This study takes place in the context of a federal laptop-mediated English language pre-university course in the United Arab Emirates. Despite predictions and claims from policy makers and practitioners that 1:1 classroom devices would revolutionise teaching and learning, student results remain static and student attrition remains high. Through the lens of activity theory this paper identifies ten contradictions, and their discursive manifestations, potentially causing failure and attrition. This paper contributes to the fields of technology enhanced learning, 1:1 device initiatives, English language teaching, computer assisted and mobile assisted language learning and activity theory by highlighting several problematic experiences in teachers’ practices and mapping these within the activity system context. The paper also questions the positive impact of a 1:1 laptop initiative in this particular context, with implications for future research.

scholarly journals Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach

2020 ◽  
Vol 1 (8) ◽  
pp. 41
Author(s):  
Wuwuh Asrining Surasmi ◽  
Suparti Suparti ◽  
Eka Fadilah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
Based Instruction ◽  
Task Based Instruction

This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.

EFFECTIVENESS OF FLIPPED CLASSROOM IN GERMAN LANGUAGE TEACHING ON STUDENTS’ ACHIEVEMENT AND ENGAGEMENT

2019 ◽  
Vol 2 (8) ◽  
pp. 249-265
Author(s):  
Leng Lee Yap ◽  
Ruhizan Mohammad Yasin
Keyword(s):  
Language Learning ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
German Language ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
Significant Difference ◽  
The Mean ◽  
One Way Anova

Learning a foreign language should be fun. Sitting hours passively in the classroom and memorizing grammatical rules in the classroom – this kind of learning experience is banal and not fruitful. Students who failed to use the grammar learned in German Language learning are a catalyst for the implementation of this study which studies German Language learning by using the Flipped Classroom. Flipped Classroom transforms the concept of concrete-walled classroom to the unobstructed classroom. Flipped Classroom is effective when students are actively involved in learning and active involvement contributes to quality and meaningful learning. This study used quasi-experimental designs, a precisely repeated-measures design where three treatment sessions were carried out on samples comprising 36 students in session 1, 35 students in sessions 2 and 3. T-test parametric tests, one-way ANOVA and one-way ANCOVA are used to analyze the quantitative data of intervention effects on the achievement of the German language. While t-test, one-way ANOVA and MANCOVA were implemented to analyze the quantitative data of intervention effects on student involvement in German Language grammar learning. The findings showed that after the treatment was given, there was no significant difference in the mean score of German Language Achievement in learning German grammar. Besides, the analysis of the findings found that there was no significant difference in the mean score of the Student Engagement among the students in the experimental group and control group after the intervention took place in session 1, session 2 and session 3. However, students following the Flipped Classroom Module showed better improvement in German language achievement and student engagement compared to students following the Traditional Module. Flipped Classroom is suggested to be integrated into German grammar learning completely. With this, grammar teaching and learning will become more interesting and more effective. In addition, German language grammar teaching and learning activities will be organized and every minute in the classroom can be fully utilized by teachers and students.

scholarly journals Promosi Kesehatan Pencegahan Hipertensi Sejak Dini

2018 ◽  
Vol 1 (2) ◽  
pp. 41-45
Author(s):  
Henri Setiawan ◽  
Suhanda Suhanda ◽  
E Rosliati ◽  
A Firmansyah ◽  
A Fitriani
Keyword(s):  
Health Promotion ◽  
Positive Impact ◽  
Uncontrolled Hypertension ◽  
Knowledge Questionnaire ◽  
Health Promotions ◽  
Before And After ◽  
Early Health ◽  
Power Point Presentation ◽  
Power Point ◽  
Prevention Of Hypertension

Hypertension is a condition which blood pressure is higher than 140/90 mmHg. Uncontrolled hypertension can cause a variety of diseases to the point of death. However, prevention of hypertension can be done early. Health Promotions aim to increase the knowledge of students in Ciamis District about prevention of hypertension. Health Promotion were carried out by explanation and discussion of 130 students in Ciamis District who were collected at WISMA GURU Ciamis on March 6, 2018. Before and after Health Promotion, participants were given a knowledge questionnaire and the results were processed using SPSS Version 16. Health Promotion instruments used flyers and power point presentation. Health Promotion of prevention of hypertension early has done successful and has a positive impact on increasing the knowledge of students and society.

scholarly journals A Comparison of Computer-Assisted Instruction and Traditional Classroom Lecture to Introduce the Occupational Adaptation Theory

2011 ◽  
Author(s):  
Angie Galvis ◽  
Jimmy Ishee ◽  
Sally Schultz
Keyword(s):  
Occupational Therapy ◽  
Computer Skills ◽  
Traditional Classroom ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Adaptation Theory ◽  
Occupational Adaptation ◽  
Power Point Presentation ◽  
Power Point ◽  
Assisted Instruction

The purpose of this study was to compare the effectiveness of computer-assisted instruction (CAI) and traditional classroom lecture (TCL). A randomized two-group pretest/posttest quasi-experimental design was used. Thirty first year students in a Master of Occupational Therapy program located in the southwestern United States were recruited. All participants were female, with a mean age of 25.8 years. Three percent of the participants rated themselves as novice concerning computer skills, 67% average computer skills, and 30% excellent computer skills. Two methods were compared for teaching the basic concepts of the Occupational Adaptation theory: lecture method in which the teacher follows a Power Point presentation, and an interactive, multimedia CD-ROM method, with the same Power Point presentation as lecture. There was no significant difference (p< .05) in baseline knowledge about the theory between the two groups. Results showed significant differences between the two groups in cognitive gains (p< 05.), with the CAI group demonstrating more cognitive gain than the TCL group. Additionally, the CAI group spent 46% less time than the TCL group to cover the material. The results of this study suggested that occupational therapy learners could independently learn theory using computer-assisted instruction materials.

scholarly journals Effectiveness of an Educational Software System (Desire2Learn) in Teaching English Grammar

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammad Seemab Khan ◽  
Fatimah Ali ◽  
Ghulam Mustafa ◽  
Shahzad-ul-Hassan Farooqi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Educational Software ◽  
Group Analysis ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Grammar ◽  
Experimental Group

Computer Assisted Language Learning (CALL) has brought enormous developments in teaching and learning process recently. Teaching with computer technology using different methodologies is one of the widely investigated areas in education sector nowadays. This research aims at exploring the efficacy of Computer Assisted Language Teaching (CALT) using Desire2Learn (D2L) Educational software, for teaching subject-verb agreement deductively at Al-Majma’ah University in Saudi Arabia. This study also investigates the attitude of Saudi EFL learners towards CALT-D2L’s effect on their learning achievement. Sixty nine undergraduate students of level three from Department of English, College of Education, Al-Majmaah University, were involved in this study. The sample was divided into two groups: (CALT-D2L “Experimental Group” while the other traditional chalk and talk method based as “Control Group”. Analysis of the data of both groups indicates that experimental group outperformed control group in term of the percentage of result compared. Moreover students exhibit positive attitude towards using D2L software in grammar learning.

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