The effect of computer-assisted foreign language teaching on the student’s attitude and success

This research was carried out to determine the impact of computer-assisted teaching on teaching English. The first phase of the research was designed as an experiment and computer-assisted teaching and traditional teaching methods were conducted synchronically in two different groups. In the second phase, effects of variables such as gender, age, receiving private lesson and types of high schools of the students who attended the implementation were analysed.The sample of the research consisted of 40 first year undergraduate students from the first bachelor’s level program and another 40 from the second bachelor’s level program   in the Department of Computer Education and Instructional Technology in the Faculty of Education at Sakarya University in 2003-2004 academic year fall semester.  The students of the first bachelor’s level program were assigned to be the control group and the students of the second bachelor’s level program were assigned to be the experimental group. The experimental group was given the computer-assisted lessons for twelve weeks but traditional teaching methods were meanwhile used in the classes of the control group. The experimental group used a compact disc in the laboratory as an educational material, which was prepared by the researcher.Data for attitude evaluation were gathered by questionnaires and success was evaluated through students’ examination grades. In determining the success rate, pre-test and post-test grades were used as the data.At the end of the research, the results revealed that traditional teaching methods caused the students grouped according to the variables such as gender, age, private lessons and types of high schools to develop a negative attitude towards English lessons whereas computer-assisted teaching method led the students to develop a positive attitude. Although it was observed that traditional teaching methods made a positive impact on the success of the students in English classes, this impact was weaker than computer-assisted teaching did in the other group. The students who studied English in computer-assisted teaching classes showed a more positive attitude towards English classes than the ones who studied English using traditional teaching methods

Can you teach me to speak? Oral practice and anxiety in a language MOOC

The present chapter examines learners’ beliefs and attitudes with regard to speaking in a learning environment that is neither formal nor informal. The main research question is whether learners perceive Massive Open Online Language Courses (LMOOCs) as a completely informal context that is free of anxiety or rather as a virtual classroom where Foreign Language Classroom Anxiety (FLA) (Horowitz et al., 1986) is present. Data was obtained from over 200 beginner learners on self-reflective questionnaires and forum discussions. Results indicate that learners have a positive attitude towards language learning on LMOOCs, but FLA is present in this asynchronous speaking environment too and needs to be addressed by the course instructors

The Effect of Online vs. Offline Flipped Instruction on EFL Learners' Writing Ability

This study aimed at examining the effectiveness of computer-assisted flipped instruction on the writing ability of upper-intermediate Iranian EFL learners and their attitudes toward it. A mixed-method approach was used. A quantitative method employing the quasi-experimental pretest-posttest design was used. Twenty participants were selected based on convenient sampling method and were divided into an online flipped instruction group (N= 10) and an offline flipped instruction group (N= 10). A paired sample t-test and independent samples t-test was used to analyze the obtained data. The results showed that the learners who received online flipped instruction outperformed those who received offline flipped instruction, regarding their performance on the posttest. Based on the findings of this study, it was argued that the learners in the online group had a positive attitude toward this method

How To Motivate Language Learning Environment: CALL Before And After The Pandemic Of Covid-19

Integrating information technology into teaching and learning foreign languages holds significant importance for the education system of our country. This serves as a crucial foundation for shaping the core generation of the future, aiding the nation's development, and advancing on the path of international integration. However, the application of information technology in foreign language education is currently prevalent primarily in schools located within major cities. To achieve the good effectiveness of Computer Assisted Language Learning (CALL), suitable solutions tailored to specific localities are necessary, which is the motivation for this study. I conducted this study focusing on high school students in Nha Trang to understand their attitudes towards the use of information technology in learning English before and after the pandemic Covid 19. This understanding was then used to discuss and propose several appropriate solutions aimed at cultivating a self-directed, creative, and engaging learning environment. This research has the potential to contribute towards generating general solutions for the implementation of information technology in teaching and learning across Vietnam

EXPLICIT FEEDBACK IN COMPUTER ASSISTED READING COMPREHENSION VS. CLASSROOM FEEDBACK

This study investigated the effect of CALL and computer-mediated explicit feedback on reading comprehension of intermediate EFL learners. To this aim, two classes of general English were under study and learners’ reading comprehension was investigated. The two classes were randomly divided into experimental and control group. To homogenize the participants in reading comprehension a pre-test of FCE reading-oriented was administered. In one group CALL was employed and the learners did not attend the class at all and received explicit feedback on line. The other group received in-class feedback through the conventional methods of classroom interactions. After the treatment, the learners were administered with another FCE reading –oriented for the post-test. The collected data was analyzed through independent and paired sample t-tests. The results suggested that computer-mediated explicit feedback has remarkable effect on developing reading comprehension of intermediate EFL learners.  Article visualizations

The Implementation of Computer Assisted Language Learning (CALL) to Improve Speaking Ability of Students in Bali State Polytechnic

Preliminary observations conducted in Bali State Polytechnic found that the students' learning outcomes in speaking were still shallow. Modern facilities equipped with advanced technology such as computer devices known as CALL (Computer Assisted Language Learning) are vital to helping lecture in language teaching and learning process, including speaking. This study aims to improve student speaking learning outcomes in English courses by conducting CALL and how CALL can make a contribution in increasing speaking ability in Vocational Higher Education.  The research method used in this research was mix method approach. The subjects were the students of Electrical Engineering, Bali State Polytechnic. The data were analyzed quantitatively and descriptively. The results showed that the video-assisted CALL method's application could improve student learning outcomes in English courses.int shows the differences in the pre-test and post-test results, where there is an increase of 14.34%. Besides, the CALL method also allows students to have more expressive activities in presenting conversation among their friends to feel happy and interested. Similarly, CALL can also create fun learning since the students learn using the internet and computer, which are commonly use

Predicting Language Teachers’ Classroom Management Orientations on the Basis of Their Computer Attitude and Demographic Characteristics

The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers’ beliefs regarding classroom management. In so doing, the relationship between EFL teachers’ demographic variables (age and years of teaching experience), computer attitude, and their classroom instructional and behavior management orientations was explored. The participants of the study comprised a total of 105 male and female EFL language school teachers in Iran. The data for the current study were collected through two questionnaires. The results of the multiple linear regression analyses revealed that the independent variables of participants’ computer attitude, age, and teaching experience are not suitable predictors of both behavioral and instructional management. The results also showed that as the age and teaching experience of the participants increased their attitudes towards computers became more negativ