scholarly journals Exploring the Effectiveness of Deliberate Computer-Assisted Language Learning

2020 ◽  
Vol 9 (2) ◽  
pp. 24-38
Author(s):  
Andrew Obermeier ◽  
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Recent Experiment ◽  
Paired Associate ◽  
Declarative Knowledge ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Experimental Learning ◽  
Different Types

This article presents a work-in-progress focused on developing an experiment to investigate the effectiveness of different types of deliberate paired-associate computer-assisted language learning (CALL). First, the rationale for Japanese EFL learners’ current need for doubling their efforts with this technique is explained. Next, an overview of research regarding the interface in second language acquisition is presented. This is followed by an explanation of results from a recent experiment. Questions and issues raised in that experiment are then discussed with regard to a proposal for a subsequent experiment that will be conducted during the semester starting in April 2020. In this proposed study, different conditions within Internet-based flashcard study will be the major experimental learning component. Psycholinguistic response time measures will be the main dependent variable, aimed at gauging gains in nondeclarative, or tacit L2 knowledge. In addition, online declarative measures and traditional offline measures of declarative knowledge will be used.

scholarly journals EFL Learners’ Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Riam K. Almaqrn ◽  
Abdulrahman M. Alshabeb
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
High Rate ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Correct Pronunciation ◽  
Level 3

The aim of this study is to examine the attitudes of Saudi students of English towards proper pronunciation, and podcasts as a facilitator of proper pronunciation. It will discover the importance given to correct pronunciation, as well as gauging learners’ attitudes towards the possibility of introducing podcasts as a new language input tool for facilitating improvements in pronunciation. To achieve this, the previous literature in this area is reviewed, followed by presenting the results and analysing the data from an attitudinal questionnaire distributed amongst 23 Level 3 Saudi EFL learners from the department of English at Imam University. The questionnaire is divided into two parts- one concerning proper pronunciation, and the other podcasts. The data analysis shows that the participants, in spite of the low rate of improvement in their pronunciation, have positive attitudes towards the proper pronunciation of English. This outcome is compatible with previous studies` results, which assert that having a positive attitude towards a particular language and its speakers can improve pronunciation. The students were presented with a total of five podcasts related to their speaking and listening textbook for use over an eight week period, and at the end of this time they were requested to complete the questionnaire. The findings support the usefulness of examining learners` attitudes towards new Computer Assisted Language Learning (CALL) applications before using them in a practical way. The results show a high rate of acceptance of podcasts and that, overall, the students have positive attitudes towards them.

Observations in the computer room: L2 output and learner behaviour

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 124-144 ◽  
Author(s):  
CHRISTINE LEAHY
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Problem Solving ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Task ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Area Of Interest ◽  
Oral Interaction

This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and the Internet as source of primary information. Students were given a task which includes the collaborative development of a marketing strategy for a chosen product. Data collected consists of the following corpora: emails exchanged between groups, the recorded discussions between each group’s members while engaged in the problem solving activity, oral presentation of the groups’ results as well as the individually written summaries. One area of particular interest is the analysis of the oral L2 output while solving a computer-assisted language learning task. How can the oral interaction be characterised? What kind of conclusions regarding the use of CALL can be drawn from the comparison of the oral interaction and the written output? Another area of interest is the analysis of the written L2 output. Is there evidence of second language acquisition and/or acquisition of content? Can such a CALL setting promote second language acquisition (SLA) and/or acquisition of content? Finally, the study aims to identify whether student-initiated focus on language form can be found. The article answers the questions posed above. Furthermore, the results of this study show that a very high percentage of all communication took place in L2 and occurrences of acquisition of content and language can be demonstrated.

scholarly journals Motivating EFL Students with Conversation Data

2018 ◽  
Vol 9 (6) ◽  
pp. 1138
Author(s):  
Austin Gardiner
Keyword(s):  
Language Learning ◽  
Test Performance ◽  
Communicative Competence ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Test Results ◽  
Efl Learners ◽  
Strategic Reading ◽  
System A ◽  
Efl Students

Motivating learners of English as a Foreign Language (EFL) to improve their speaking fluency is challenging in environments where institutions emphasize reading and listening test performance. The focus tends to shift to strategic reading and listening first in order to attain acceptable test results, often at the expense of communicative competence. Computer Assisted Language Learning (CALL) is well positioned to assess and develop communicative competence for EFL learners, and to motivate them to speak. This article introduces the Objective Subjective (OS) Scoring system, a CALL system which sets clear immediate goals on the path to better communicative competence with data from videoed conversation sessions. It motivates learners to improve on their data in every consecutive conversation session, whereby an environment is created which facilitates conversation practice as well as individual error correction.

scholarly journals Young L2-learners' meaning-making in engaging in computer-assisted language learning

2021 ◽  
Vol 29 (1) ◽  
pp. 2
Author(s):  
Anna Hell ◽  
Anna-Lena Godhe ◽  
Eva Wennås Brante
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Digital Technology ◽  
Meaning Making ◽  
Study Data ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Critical Approach ◽  
Young Students

<p>This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL).  The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication.  In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.</p>

The Effect of Wiki and E-portfolio on Writing Skill of Iranian Intermediate EFL Learners

2018 ◽  
Vol 7 (3) ◽  
pp. 170
Author(s):  
Fatemeh Zahra Akbari ◽  
Shiva Seyed Erfani
Keyword(s):  
Language Learning ◽  
Alternative Assessment ◽  
Preliminary Test ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Writing Skill ◽  
Technological Developments ◽  
Do So

Alternative assessment has made remarkable changes in SLA instruction. Along with the assessment, Computer Assisted Language Learning (CALL) and technological developments have penetrated into instruction as well. This study was an attempt to compare the effect of wiki and e-portfolio on writing skill of Iranian intermediate EFL learners. To do so, 81 out of 107 participants of 9 intact classes were homogenized by the Preliminary Test of English. They attended a 14 session term in two experimental and one control groups. Following the pretest, the writing points were taught in each group. Meanwhile, the students in both experimental groups were instructed to use technology (wiki and e-portfolio) to write their assignments on specific topics, and also they were requested to assess, to give feedback and comments on their classmates’ assignments online and working collaboratively on their feedback in the classes accompanied with the feedback provided by the teacher. Besides, the students in control group were required to do their assignments paper-based and bring them back to the class in order to correct problems. At the end, the posttest of writing was administrated. The results of statistical analysis revealed that applying CALL in both forms of wiki and e-portfolio were significantly more effective in learners’ writing than the conventional way. However, wiki could encourage higher levels of progress in writing skill in comparison with using e-portfolio.

scholarly journals Reflections on the connection between computer-assisted language learning and second language acquisition

2014 ◽  
Vol 14 (19) ◽  
pp. 11-19
Author(s):  
Olmedo Bula Villalobos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Nuevas Tecnologías

La tecnología ha tenido un gran impacto en la educación en los últimos veinte años. Con el desarrollo de nuevas tecnologías, se puede decir que la Adquisición de una Segunda Lengua (A2L) ha adoptado la Enseñanza Asistida por Ordenador (EAO) como una nueva y útil herramienta. Las diferentes aplicaciones y efectos de las computadoras en el aprendizaje y la enseñanza de un idioma pueden ser relacionadas con la adquisición de una segunda lengua, especialmente con el número de las aplicaciones de las computadoras en un ambiente de aprendizaje de un idioma. El propósito principal de este ensayo es explorar las conexiones existentes entre la Adquisición de una Segunda Lengua y la Enseñanza Asistida por Ordenador. Primero se muestran los antecedentes históricos de la EAO. Después las implicaciones y aplicaciones de la EAO sobre la A2L son discutidas. Asimismo la evaluación de la EAO en relación con la A2L y el futuro de la EAO son también analizados. Una de las principales conclusiones es que hay conexiones significativas y pertinentes entre la Adquisición de una Segunda Lengua y la Enseñanza Asistida por Ordenador.

scholarly journals Automatic speech recognition in computer-assisted language learning for individual learning in speaking

2020 ◽  
Vol 5 (2) ◽  
pp. 193-197
Author(s):  
Esti Junining ◽  
Sony Alif ◽  
Nuria Setiarini
Keyword(s):  
Speech Recognition ◽  
Foreign Language ◽  
Language Learning ◽  
Programming Language ◽  
Automatic Speech Recognition ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
C Programming Language ◽  
C Programming

This study is intended to help English as a Foreign Language (EFL) learners in Indonesia to reduce their anxiety level while speaking in front of other people. This study helps to develop an atmosphere that encourages students to practice speaking independently. The interesting atmosphere can be obtained by using Automatic Speech Recognition (ASR) where every student can practice speaking individually without feeling anxious or pressurized, because he/she can practice independently in front of a computer or a gadget. This study used research and development design as it tried to develop a product which can create an atmosphere that encourages students to practice their speaking. The instrument used is a questionnaire which is used to analyze the students’ need of learning English. This study developed a product which utilized ASR technology using C# programming language. This study revealed that the product developed using ASR can make students practice speaking individually without feeling anxious and pressurized.

scholarly journals Re-orienting CALL through the lens of complexity theory

2019 ◽  
pp. 151-156 ◽  
Author(s):  
Robert Godwin-Jones
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Complexity Theory ◽  
Ecological Model ◽  
Developmental Trajectories ◽  
Learning System ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The People

Complexity Theory (CT) provides a useful framework for understanding Second Language Acquisition (SLA). Using an ecological model, CT studies the dynamic processes of change and emergent outcomes over time, tracing back how trajectories may have been affected by changes in and interactions among multiple variables and subsystems. Language learners do not follow linear learning paths, but rather their progress depends on a variety of interlocking variables. Developmental trajectories will look different for each learner. That is particularly the case for informal language learning, in which learners co-adapt from a wide variety of resources, leading to divergent outcomes (Godwin-Jones, 2018a). A CT approach emphasizes the dynamics of the interplay between learner variables and the people, artifacts, and services constituting the L2 learning system. It aligns well with usage-based linguistics. Viewing language learning from a CT perspective has a number of consequences for Computer Assisted Language Learning (CALL) research, explored here.

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