Search results

1

A CROSS-CULTURAL STUDY ON THE ATTITUDES OF ENGLISH LANGUAGE STUDENTS TOWARDS COMPUTER-ASSISTED LANGUAGE LEARNING

100%

Tafazoli D., Gómez Parra M. E., Huertas Abril C. A.

Teaching English with Technology

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2018

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vol. 18

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issue 2

34-68

EN

The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students’ attitudes towards Computer-Assisted Language Learning (CALL). Furthermore, the relations of gender, education level, and age to their attitude are investigated. A convergent mixed methods design was used for analyzing both quantitative and qualitative data. In the data collection procedure, an online 44-item web-based questionnaire was applied in order to collect data from 415 students. In the data analysis phase, both descriptive and non-parametric analyses were performed. The findings of the study revealed that there is no difference between the attitudes of Iranian and non-Iranian towards CALL. Finally, pedagogical implications and recommendations for further research are presented.

2

A CALL FOR RECONCILING EAP AND CALL

100%

Dashtestani R., Krajka J.

Teaching English with Technology

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2020

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vol. 20

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issue 5

1-5

3

DIGITAL GAMES FOR ENGLISH CLASSROOMS

100%

Sardone N. B., Devlin-Scherer R.

Teaching English with Technology

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2010

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vol. 10

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issue 1

35-50

EN

This article describes the games played and highlights reactions of preservice teachers and their students. In addition, suggested ways inservice teachers can use games in the current curriculum are included.

4

MOTIVATIONAL ATTITUDES OF ELT STUDENTS TOWARDS USING COMPUTERS FOR WRITING AND COMMUNICATION

80%

KARAKAŞ A.

Teaching English with Technology

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2011

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vol. 11

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issue 3

37-53

EN

This article will provide an overview of whether students have positive motivational attitudes towards the use of computers for writing and communication. Firstly, it summarizes the basic theories of motivation and then explains the relationship between language and motivation, and the use of computers and motivation. Then, it aims to explore the aspects of computer use that students find motivating and investigates the differences among these aspects for students having different backgrounds in terms of computer skills. 45 first grade ELT students of Mehmet Akif Ersoy University participated in the study. The data was collected through a questionnaire adapted from Warschauer (1996). The obtained data were analyzed by descriptive statistics, t-tests, Manova and Anova on SPSS. The findings indicated that participants mainly made use of computers for communication, learning, achievement and empowerment. Plus, their personal aspects, except for computer knowledge, related to computers, did not significantly affect the participants’ motivational attitudes towards the use of computers. There were not even significant differences between male and female participants in terms of being motivated to use computers and computer facilities for communication and writing. Finally, having or not having a computer at home was not a decisive factor influencing motivational attitudes of participants.

5

THE EFFECT OF CALL-BASED TASKS ON EFL LEARNERS’ GRAMMAR LEARNING

80%

Alian J. e.-d., Khodabandeh F., Soleimani H.

Teaching English with Technology

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2018

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vol. 18

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issue 3

54-68

EN

In modern language teaching institutions and schools, the proficient language teachers apply different kinds of tasks to teach some skills and sub-skills. In the current study, the researcher investigated the effect of two different tasks, namely Computer Assisted Language Learning (CALL)-based tasks and written questions tasks on students’ English grammar learning. The researcher in the control group asked the participants to answer the written questions in their workbooks and the participants in the experimental group do their assignments using the computers. Based on the post-test results, both CALL-based and written question tasks had positive effects on the participants. The study supports the idea that motivating tasks can have positive results toward language learning.

6

INTERMEDIATE ONLINE ENGLISH: AN ATTEMPT TO INCREASE LEARNER AUTONOMY

80%

Gimeno-Sanz A.

Teaching English with Technology

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2010

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vol. 10

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issue 2

35-49

EN

Recent developments in Computer Assisted Language Learning (CALL) have led language teachers to engage in designing online learning activities to suit their learners’ particular needs by integrating current Web 2.0 tools into their teaching practices. This article will focus on the InGenio Authoring Tool and Learning Environment designed by the CAMILLE Research Group at the Universitat Politécnica (UPV) in Valencia, Spain and will describe one of the courses for learners of English designed and published on the Internet using this tool. To conclude, the article will refer to user satisfaction by discussing some of the findings resulting from evaluation questionnaires.

7

ATTITUDES OF STUDENTS AT SAUDI ARABIA’S INDUSTRIAL COLLEGES TOWARD COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)

80%

Arishi S. A. M.

Teaching English with Technology

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2012

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vol. 12

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issue 1

38-52

EN

This paper identified attitudes toward CALL of students studying English as a foreign language (EFL) at industrial colleges in Saudi Arabia. Seventy students who were enrolled in the orientation year of an English program were chosen to participate in this study by expressing their attitudes toward CALL. Standardized and local instruments were used along with interviews and observation techniques to collect data. The results of the study revealed that students had positive attitudes toward CALL. Looking at the daily hours students spend using a computer, a slight correlation was found between this variable and the students’ attitudes toward CALL. Other variables, such as students’ background knowledge of English, ownership of a computer, and their computer knowledge, were found to be irrelevant to their attitudes toward CALL. These results were in line with previous research conducted by Al-Shammari (2007), Alrumaih (2004), and Almekhlafi (2006). The results reinforced conclusions about CALL revealed by researchers, such as Chen (2003), Chikamatsu (2003), Egbert (2005) and Levy (2005), who found that it helps students learn better and more independently, and gives them the ability to have more control of their learning and to have more opportunities to practice English.

8

NONLINEAR DYNAMIC MOTIVATION-ORIENTED TELECOLLABORATIVE MODEL OF LANGUAGE LEARNING VIA FORMULAIC SEQUENCES TO FOSTER LEARNER AUTONOMY

80%

Bahari A.

Teaching English with Technology

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2018

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vol. 18

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issue 3

69-85

EN

Exploring the ways to develop a comprehensive learner-friendly telecollaborative model of learning led to the introduction of nonlinear dynamic motivation-oriented model. To foster self-regulated learner autonomy, the model aims at recruiting the potential behind formulaic sequences for L2 comprehension-production in response to immediate processing demands as well as nonlinearity and dynamicity of motivational factors at individual level. Drawing on different theories and findings (e.g. complex dynamic systems, input processing model, motivational task processing model, etc.), the model presents a dynamic conceptualization of language learning to develop language skills in CALL context. To test the model and the validity of the suggested strategies, a mixed methods approach via questionnaire, interview and learner-self report was conducted in a term-long study among 47 EFL learners. The measures of performance taken before and after the intervention indicated improvement and confirmed the effectiveness of NDM-oriented telecollaborative model’s strategies at three levels of sociolinguistic, ethnolinguistic, and psycholinguistic. The interview data reflected participants’ positive attitude towards their perceived improvement over the duration of the intervention. The effectiveness of the model at recruiting formulaic sequences with respect to nonlinearity and dynamicity of motivational factors at individual level is the main implication of the study for CALL pedagogy.

9

THE EFFECTS OF USING TECHNOLOGY AND THE INTERNET ON SOME IRANIAN EFL STUDENTS’ PERCEPTIONS OF THEIR COMMUNICATION CLASSROOM ENVIRONMENT

80%

Ebrahimi N. A., Eskandari Z., Rahimi A.

Teaching English with Technology

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2013

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vol. 13

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issue 1

3-19

EN

This study aims to explore the effects of implementing a CALL framework on the students’ perceptions of their communication classroom environments. The What Is Happening In This Class? (WIHIC) questionnaire was distributed twice among 34 (F=14 and M=20) Iranian EFL students, the first time after a ten-session-long regular no-tech communication class and the other time after a ten-session-long communication class informed by a CALL framework. The data were analyzed using SPSS and the results showed that there was a significant difference (p<0.05) between the participants’ perceptions of each dimension (i.e, Student cohesiveness, Teacher support, Involvement, Task orientation, Cooperation, and Equity) of their communication classroom before and after introducing the CALL framework. The CALL-informed communication class led to a learning environment that was perceived by students as more efficient and learner-centered. The work uses the concept of learning environment, which is claimed to take into account many different aspects of a learning context and hence comprehensive, to explore practicality of CALL ideas for an EFL classroom.

10

USE OF INTERACTIVE WEB-BASED EXERCISES FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING: LEARNERS’ PERCEPTIONS

80%

Wang Y.-H.

Teaching English with Technology

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2014

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vol. 14

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issue 3

16-29

EN

The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based language assessments at the mid-point and final part of the semester. Learners’ perceptions of the interactive web-based exercises were elicited by a computerized survey conducted at the end of the semester. The results reported on the survey revealed that participants perceived the interactive web-based exercises as interesting but only modestly so. This was probably attributable to the difficulty level of the created exercises and a lack of diverse exercise formats. Even so, having easy access, receiving immediate feedback, allowing multiple attempts, and enabling self-paced learning were mentioned as benefits of the constructed exercises. More importantly, most participants reported the effectiveness of these exercises in improving their reading comprehension and vocabulary leaning. This confirmed language assessment results that demonstrated significant gains in reading comprehension and vocabulary knowledge. Implications include suggestions for language teachers and program developers for improving the way web-based learning activities are created and implemented.

11

THE EFFECT OF A CALL PROGRAM ON JORDANIAN SIXTH-GRADE STUDENTS’ ACHIEVEMENT

80%

Bataineh R. F., Hani N. A. B.

Teaching English with Technology

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2011

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vol. 11

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issue 3

3-24

EN

This study examines the potential effect of a computerized instructional program on Jordanian sixth-grade students’ achievement in English. Four instruments were utilized: a pre-post achievement test, a student opinionnaire, a teacher opinionnaire, and an observation checklist. The findings reveal a statistically significant difference in student achievement in favor of the experimental group, that teachers and students have positive attitudes towards computer use, and that teachers are committed to computer use in language teaching, more so for those with a computer background. A number of implications and recommendations for future research are put forth.

12

TEACHING A FOREIGN LANGUAGE IN A DESKTOP VIDEOCONFERENCING ENVIRONMENT

80%

Kotuła K.

Teaching English with Technology

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2016

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vol. 16

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issue 3

37-51

EN

This paper aims to explore how language instructors teach with a synchronous multimodal setup (Skype). It reports on findings from research which evaluated how teachers use technologies to enable them to work in distance learning contexts. A total of 124 teachers (86 female and 38 male), offering online private lessons, were asked to complete a survey in which they were asked to describe the advantages and disadvantages of Skype, as well as to enumerate functions they consider are missing in this tool. They were also invited to share their opinions about most efficient models of language learning and teaching. The results show Skype is, on the whole, judged by teachers as a valuable tool in the context of distance language learning. Its use in teaching, nevertheless, has some limitations, which stem from various factors, such as IT infrastructure weaknesses (e.g. interrupted connections), lack of some functions (e.g. supervising the content of the learner’s screen) or the specific nature of contact with the interlocutor (the lack of a possibility to interact in a common space).

13

Model glottodydaktyczny odwróconej klasy (flipped classroom) w warunkach szkoły językowej

71%

Chudak T.

e-mentor

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2022

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vol. 95

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issue 3

22-31

EN

This article attempts to present a flipped classroom (FC) model from a glottodidactic point of view in the context of a language school educational situation. The introduction to the article briefly explains the socio-economic context, the variable and dynamic nature that initiates and catalyses changes in both a formal and non-formal education system, and language schools belonging to the latter type. The first part of the article presents the FC phenomenon, its definition, features, as well as areas that directly influenced its evolution: constructivism and computer assisted language learning (CALL). Furthermore, it discusses the crucial consequence of the implementation of the FC model, i.e. changing the tasks of both the student and the teacher. The second part describes the implementation of a glottodidactic model developed by the educational and IT team in a particular language school, where it ultimatalely became the primary way of learning and teaching Spanish. It contains the following elements: presentation of the structure of glottodidactic materials available on an e-learning platform before meeting with a teacher, and the organisation of stationary lessons in relation to the traditional model commonly used in language schools. A proposal of the methodology of research on the described phenomenon is also presented. As a conclusion, it points out the positive effects of introducing the FC model into a language school, both from a didactic and economic perspective.

PL

Artykuł stanowi próbę zaprezentowania tematu odwróconej klasy (flipped classroom, w skrócie FC) w ujęciu glottodydaktycznym, z zawężeniem kontekstu sytuacji edukacyjnej do szkoły językowej. We wstępie do publikacji pokrótce wyjaśniono tło społeczno-ekonomiczne, którego zmienny i dynamiczny charakter inicjuje i katalizuje zmiany w systemie edukacji, zarówno formalnej, jak i pozaformalnej, do której przynależą szkoły językowe. Pierwsza część artykułu prezentuje zjawisko FC, jego definicję, cechy, a także obszary, które bezpośrednio wpłynęły na jego ewolucję: konstruktywizm oraz nauczanie języka wspomagane komputerowo (z ang. computer assisted language learning, w skrócie CALL). Druga część zawiera opis wdrożenia konkretnego modelu glottodydaktycznego opracowanego przez zespół dydaktyczno-informatyczny w szkole językowej, w której model odwróconej klasy stał się podstawowym sposobem uczenia się i nauczania języka hiszpańskiego. Zaprezentowano tu struktury materiałów glottodydaktycznych udostępnianych przed spotkaniem z lektorem na platformie e-learningowej, analizę mocnych i słabych stron modelu FC w kontekście glottodydaktycznym oraz opis organizacji lekcji stacjonarnej w porównaniu do tradycyjnego modelu stosowanego powszechnie w szkołach językowych. W podsumowaniu zaakcentowano pozytywne skutki wprowadzenia modelu FC do szkoły językowej, zarówno z dydaktycznego, jak i z ekonomicznego punktu widzenia.

14

DOES DYNED AFFECT STUDENTS’ ATTITUDES AND LANGUAGE SKILLS IN EFL? A CASE STUDY

70%

Shaikh G., Koçak Ö., Göksu İ.

Teaching English with Technology

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2021

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vol. 21

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issue 1

75-93

EN

Computer-assisted language learning (CALL) is one of the developing approaches that can assist to improve the language skills (reading, writing, listening) of students in English as a foreign language (EFL). CALL has been used to teach EFL learners through language drills or skills practice to stimulate discussion and interaction, or as a tool to improve writing and research. This study aims to point out the effects of DynEd on attitudes and language skills in EFL of middle school students in Turkey. The study contributes to the area of EFL learning and fosters students’ perceptions of EFL. The sample of this study, which utilized an ex-post facto design, recruited 136 middle school students as participants. According to the results, it can be said that, in addition to the conventional teaching environment, the use of DynEd significantly improved both the language skills and attitudes of the students in EFL. However, DynEd did not make any difference in students’ attitudes towards EFL according to grade level and gender. Moreover, students using DynEd have expressed positive views about DynEd.

15

Cooperative vs. Individual Learning of Oral Skills in a Call Environment

70%

AbuSeileek A.

Poznań Studies in Contemporary Linguistics

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2007

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vol. 43

|

issue 1

5-23

EN

This study aimed at exploring the effectiveness of two computer-based techniques, cooperative and individual learning, for teaching and learning oral skills - listening and speaking. It was also concerned with investigating students' attitude towards using CALL approach and techniques for teaching oral skills. The sample of the study consisted of four groups. The first one studied oral skills according to the cooperative computer technique, and the second group was taught via the individual computer technique. The third group studied according to the cooperative traditional technique, while the fourth group used the individual traditional technique. The findings of the study which is based on a limited number of participants showed that the cooperative computer technique was found to be a functional method for learning and teaching oral skills. The survey conducted in this study also indicated that students had a positive attitude towards using CALL approach and the cooperative computer technique. As a result, it is recommended to integrate CALL approach into the oral skill curriculum.

16

ICT as material culture in CALL

70%

Gajek E.

Theory and Practice of Second Language Acquisition

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2017

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vol. 3

|

issue 1

EN

Human and technology interactions are two directional. A human makes use of the technology available, but the technology enhances human potential and creates opportunities for further development in the use of technology. This mutual influence will be presented on the example of the use of Information and Communication Technologies (ICT) in language learning and teaching LL&T. Both historical perspectives on CALL and the contemporary practices illustrate interrelations between material artefacts and their use for learning purposes in the multilingual reality of the Internet. The results of research on teachers of foreign languages show that material culture gives ground for social and pedagogical practices but human perceptions, opinions, and actions constitute the actual use of it.

17

SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?

70%

Byrne J.

Teaching English with Technology

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2016

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vol. 16

|

issue 3

74-84

EN

This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.

18

THE PATH TO ENGLISH LITERACY: ANALYZING ELEMENTARY SIGHT WORD PROCUREMENT USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN CONTRAST TO TRADITIONAL METHODOLOGIES

70%

Madill M. T. R.

Teaching English with Technology

|

2014

|

vol. 14

|

issue 3

30-57

EN

Didactical approaches related to teaching English as a Foreign Language (EFL) have developed into a complex array of instructional methodologies, each having potential benefits attributed to elementary reading development. One such effective practice is Computer Assisted Language Learning (CALL), which uses various forms of technology such as laptops, desktops, headphones, and various software to teach a language. Another operative, more conventional, method involves traditional-based language instruction utilizing teacher-driven edification and paper-based materials without the use of technology. Given these two instructional variations, this study will examine the quantitative and qualitative effectiveness of teaching Dolch Sight Words (DSW) in South Korean grade six EFL classrooms (n=205, mean age=13) by means of evaluating CALL devices in contrast to more traditional teacher-based approaches. The main research question was to establish how these two methodologies influence DSW comprehension, motivation, and acquisition with a focus on whether CALL is more effectual than traditional practices. The results revealed that both methods were effective in increasing DSW acquisition rates with the CALL method having a stronger association related to increasing student motivation. The culminating goal of this study was to identify the most beneficial method thus improving teaching practices and consequential student comprehension of the DSW.

19

Les pratiques innovatrices en classe de langues. L’édition et la production des films dans l’enseignement de FLE

70%

Kotula K.

Studia Romanica Posnaniensia

|

2014

|

vol. 41

|

issue 3

47-61

EN

Even if language teachers regularly rely on audio-visual resources, fi lm making and editing is still considered as an avant-garde teaching approach. Its potential lies in the fact that it allows the role of the student to shift from refl ective viewer to knowledgeable content producer. In this article, we will present the results of a research conducted among 36 learners of French attending the same secondary school. The study had three major goals. Primarily, it was to indicate students’ general perception of video-editing activities, i.e. to determine whether learners really consider this type of tasks as interesting and profi table. The second aim of the research was to fi nd out whether opinions of people coming across this kind of tasks for the fi rst time would be divergent with the statements made by those who benefi t from it regularly during foreign language classes. Finally, another important goal of the research was to indicate whether variables such as gender, length of foreign language instruction, profile, as well as pupils’ general views on the nature of second language learning and the self-perception of their language abilities can have an impact on their video-editing activities perception.

PL

Even if language teachers regularly rely on audio-visual resources, fi lm making and editing is still considered as an avant-garde teaching approach. Its potential lies in the fact that it allows the role of the student to shift from refl ective viewer to knowledgeable content producer. In this article, we will present the results of a research conducted among 36 learners of French attending the same secondary school. The study had three major goals. Primarily, it was to indicate students’ general perception of video-editing activities, i.e. to determine whether learners really consider this type of tasks as interesting and profi table. The second aim of the research was to fi nd out whether opinions of people coming across this kind of tasks for the fi rst time would be divergent with the statements made by those who benefi t from it regularly during foreign language classes. Finally, another important goal of the research was to indicate whether variables such as gender, length of foreign language instruction, profile, as well as pupils’ general views on the nature of second language learning and the self-perception of their language abilities can have an impact on their video-editing activities perception.

20

Place et rôle des jeux numériques dans le développement des activités narratives dans une classe de FLE

70%

Kotuła K.

Studia Romanica Posnaniensia

|

2019

|

vol. 46

|

issue 2

25-43

EN

The aim of the present article is to focus on the potential of video games as a tool enabling the language teacher to transform the learning experience in the FL classroom. Apart from presenting various theoretical aspects of integrating computer-enhanced ludic techniques into language teaching, learner discourse excerpts will be analysed in order to determine the extent to which video games implementation can enhance classroom interaction. Our main aim will be to list various contexts in which narrative activities can manifest themselves during French as a foreign language lessons. As we will see, learners can be encouraged to create stories not only in reaction to cinematic sequences but also when attempting to reconstruct events which occurred earlier in the game or while recalling events from an earlier gaming session.

Refine search results

A CROSS-CULTURAL STUDY ON THE ATTITUDES OF ENGLISH LANGUAGE STUDENTS TOWARDS COMPUTER-ASSISTED LANGUAGE LEARNING

A CALL FOR RECONCILING EAP AND CALL

DIGITAL GAMES FOR ENGLISH CLASSROOMS

MOTIVATIONAL ATTITUDES OF ELT STUDENTS TOWARDS USING COMPUTERS FOR WRITING AND COMMUNICATION

THE EFFECT OF CALL-BASED TASKS ON EFL LEARNERS’ GRAMMAR LEARNING

INTERMEDIATE ONLINE ENGLISH: AN ATTEMPT TO INCREASE LEARNER AUTONOMY

ATTITUDES OF STUDENTS AT SAUDI ARABIA’S INDUSTRIAL COLLEGES TOWARD COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)

NONLINEAR DYNAMIC MOTIVATION-ORIENTED TELECOLLABORATIVE MODEL OF LANGUAGE LEARNING VIA FORMULAIC SEQUENCES TO FOSTER LEARNER AUTONOMY

THE EFFECTS OF USING TECHNOLOGY AND THE INTERNET ON SOME IRANIAN EFL STUDENTS’ PERCEPTIONS OF THEIR COMMUNICATION CLASSROOM ENVIRONMENT

USE OF INTERACTIVE WEB-BASED EXERCISES FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING: LEARNERS’ PERCEPTIONS

THE EFFECT OF A CALL PROGRAM ON JORDANIAN SIXTH-GRADE STUDENTS’ ACHIEVEMENT

TEACHING A FOREIGN LANGUAGE IN A DESKTOP VIDEOCONFERENCING ENVIRONMENT

Model glottodydaktyczny odwróconej klasy (flipped classroom) w warunkach szkoły językowej

DOES DYNED AFFECT STUDENTS’ ATTITUDES AND LANGUAGE SKILLS IN EFL? A CASE STUDY

Cooperative vs. Individual Learning of Oral Skills in a Call Environment

ICT as material culture in CALL

SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?

THE PATH TO ENGLISH LITERACY: ANALYZING ELEMENTARY SIGHT WORD PROCUREMENT USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN CONTRAST TO TRADITIONAL METHODOLOGIES

Les pratiques innovatrices en classe de langues. L’édition et la production des films dans l’enseignement de FLE

Place et rôle des jeux numériques dans le développement des activités narratives dans une classe de FLE