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STUDENTS’ PERCEPTIONS OF THEIR ICT-BASED COLLEGE ENGLISH COURSE IN CHINA: A CASE STUDY

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Zinan W., Sai G. T. B.
Teaching English with Technology
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2017
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vol. 17
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issue 3
53-76
EN
This study investigated foreign language students’ perceptions about their Information and Communication Technology (ICT)-based College English Course (CEC) in China. The research used a five-point Likert-scale questionnaire based on Simsek (2008). A factor analysis confirmed the construct validity of the questionnaire and 6 factors were delineated. 200 non-English majors who responded mentioned that ICT was well integrated into the CEC. They reported that the ICT-based CEC gave them a good environment for independent learning and they were more motivated to learn English as they had more opportunities to communicate, interact and cooperate with other students in English using authentic language in a variety of contexts. They found learning was more effective compared to the traditional learning environment; it provided freer learning environment, less restricted communication, more time flexibility and more self-scheduled study plan ensuring learner-centeredness and learning autonomy.
2
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INTERMEDIATE GREEK EFL LEARNERS’ ATTITUDES TO ON-LINE TEACHING PRACTICES: A BLENDED TASK-BASED ENGLISH LANGUAGE LEARNING APPROACH

100%
Liontou T.
Teaching English with Technology
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2015
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vol. 15
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issue 2
81-93
EN
This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the curriculum was to increase EFL learners’ engagement and motivation through their exposure to authentic online material and participation in a variety of reading, writing, speaking and listening tasks. Data analysis of pre- and post-achievement tests on English language reading comprehension performance along with students’ Computer-Assisted Language Learning (CALL) attitude questionnaire showed that participants generally had a positive attitude toward CALL. At the same time, open online access technologies gave them the opportunity to further develop their EFL reading comprehension skills. The paper concludes by highlighting the fact that online class components were not designed to fit the online tools into a task-based EFL lesson, but rather served the learning objectives of the actual lesson based on a blended teaching approach.
3
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QUIZLET IN THE EFL CLASSROOM: ENHANCING ACADEMIC VOCABULARY ACQUISITION OF JAPANESE UNIVERSITY STUDENTS

100%
Dizon G.
Teaching English with Technology
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2016
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vol. 16
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issue 2
40-56
EN
This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.
4
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BRINGING TTS SOFTWARE INTO THE CLASSROOM: THE EFFECT OF USING TEXT TO SPEECH SOFTWARE IN TEACHING READING FEATURES

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Meihami H., Husseini F.
Teaching English with Technology
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2014
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vol. 14
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issue 1
23-34
EN
The aim of this experimental research is to investigate the effect of using Text-To-Speech Software (TTS), one of Computer Assisted Language Learning (CALL) resources in teaching reading, in particular, different aspects of reading fluency. In this study we investigated teaching and learning of word stress, word intonation, pitch contour, and fluency of English reading through TTS. It should be stated that comprehension had been a part of the program but wasn’t investigated in the study. The study indicated that word stress, word intonation, pitch contour, and fluency have significantly improved as a result of using TTS software.
5
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A QUESTIONNAIRE CONTAINING A CALL COMPONENT FOR STUDENTS OF ESP – PILOT STUDY RESULTS

71%
Olejarczuk E.
Neofilolog
|
2013
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issue 41/2
127-147
PL
As Arnó-Macià (2012: 89) points out: “Within the integration of technology into language education, special attention needs to be paid to languages for specific purposes (LSP) (…)”. Although a broad range of technologies may support the process of language learning, this paper investigates those technologies which are connected with the computer and Internet use in order to learn a foreign language. A term used to refer to the above-mentioned issue is Computer-Assisted Language Learning (CALL). The paper presents results of a pilot study conducted of students of English for Specific Purposes (ESP) using a questionnaire containing a CALL component. This data collection instrument was especially designed for the purpose of the research. The main aim of the present article is to consider how to measure participants’ competences, attitudes and skills in the area of ICT (Information and Communication Technology).
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