Computer Assisted Language Learning and Speaking Proficiency of Second Language Learners

Keywords: Computer Assisted Language Learning, L2 Learners, Speaking Proficiency


This study aimed to determine the speaking proficiency of L2 learners undergoing a computer-assisted language learning program in Southern Christian College in the school year 2015-2016. It specifically aimed to find the weighted study score and speech recognition score of the students in the Job Enabling English Proficiency or DynEd class, to identify their speaking proficiency, and to determine whether their scores in JEEP Start are significantly related to their speaking proficiency. Fifty students were identified to participate in the lottery method. Their scores in the JEEP Start were summarized through descriptive statistical tools like percentage, frequency count and mean, and their speaking proficiency was classified and encoded in a spreadsheet. The relationship between their scores and speaking proficiency was determined through regression analysis. Results revealed that the majority of the students had excellent WSS, and more than half of them had high speech recognition performance and were competent speakers of English. Further, the study found that speech recognition was a significant predictor of the students’ speaking proficiency. Based on the results, the researcher concluded that CALL is an excellent venue for L2 learners to enhance their speaking proficiency.


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