Computer Assisted Language Learning and Speaking Proficiency of Second Language Learners
Keywords:
Computer Assisted Language Learning, L2 Learners, Speaking Proficiency
Abstract
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.References
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Gill, D. (2011). Effects of technology on second language learning. Journal of College Teaching & Learning(TLC), 3(2).
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Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, Volume 25(2), 175–188.
Lee, K. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6 (12). Retrieved from http://iteslj.org/Articles/ Lee-CALLbarriers.html
Lai, CC, and Kritsonis, WA (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, Volume 3. Retrieved from http://faculty.ksu.edu.sa/saad/Documents/CALL%20Advantages%20and%20disadvantages.pdf
Lee, K. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal. 6(12).
Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.
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Reinders, H., Thomas, M. (2012). Contemporary computer-assisted language learning. Retrieved from http://www.eblib.com
Tafazoli, D., and Golshan N. (2014). Review of computer-assisted language learning: history, merits & barriers. International Journal of Language and Linguistics, ISSN: 2330-0221, pp. 32-38. DOI: 10.11648/j.ijll.s.2014020501.15
Talebinezhad, M., and Abarghoui, M. (2013). The Iranian high school students’ attitude toward CALL and the use of CALL for EFL receptive skills. Theory and Practice in Language Studies, Vol. 3, No. 2, pp. 329-337. DOI:10.4304/tpls.3.2.329-337
Tuncok, B. (2010). A case study: students’ attitudes towards computer-assisted learning, computer-assisted language learning, and foreign language learning. Manuscript in preparation. Middle East Technical University.
Warschauer, M. (2004). Technological change and the future of CALL. In Fotos & Browne (Ed.), New perspectives on CALL for second language classrooms (pp. 15-26). Mahwah, NJ: Lawrence Erlbaum Associates.
Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview. Language Teaching. 31, pp. 57-71.
Warshauer, M. (1996). Computer-assisted language learning: an introduction. In S. Fotos (Ed.), Multimedia language teaching, 3-20.Tokyo: Logos
Yigit, A. (2006). Teachers’ attitudes towards the DynEd in primary education in Turkey. Journal of Educational and Instructional Studies in the World.August 2013, Volume: 3 Issue: 3 Article: 10 ISSN: 2146-7463. Retrieved from http://www.wjeis.org/FileUpload/ds217232/File/10.yigit.pdf
Auld, G. (2002). The role of the computer in Learning Ndj Bbana. Language Learning and Technology, Volume 6, No. 2, pp. 41-58.doi: http://llt.msu.edu/vol6num2/auld.
Bani Hani, N. (2014). Benefits and barriers of computer-assisted language learning and teaching in the Arab world: Jordan as a model. Theory and Practice in Language Studies, Volume 4, No. 8, pp. 1609-161. DOI:10.4304/tpls.4.8.1609-1615.
Bingham, S. & Larson, E (2006). Using CALL as the major element of study for a university English class in Japan. The JALT CALL Journal, 2006, Vol. 2, No. 3, pp. 39-52 Copyright © JALT CALL SIG (ISSN 1832-4215) Retrieved from http://journal.jaltcall.org/articles/2_3_Bingham.pdf
Brook-Hart, G. (2004). Cambridge instant IELTS (ready-to-use tasks and activities). United Kingdom: Cambridge University Press
Chien, Y. (2011). Effects of computer-assisted language learning (CALL) instruction on the acquisition of passive grammatical forms by post-secondary English as a second language (ESL) students. Manuscript in preparation.
Dynamic Education. (2003). Overview of applied research in DynEd International, Inc.
Retrieved from: ftp://ftp.dyned.com/nclb/nclb.pdf
Dynamic Education (2014). Course overview. Retrieved from www. dyned.com/us/main/medialibrary
Egbert, J. (2005). CALL essentials: principles and practice in CALL classrooms. Alexandria, Virginia: TESOL.
Gill, D. (2011). Effects of technology on second language learning. Journal of College Teaching & Learning(TLC), 3(2).
Hoopingarner, D. (2009). Best practices in technology and language teaching. Language and Linguistics Compass, 3(1), 222-235.
Hoe, K. (n.d.). Beyond motivation: ESL/EFL teachers’ perceptions of the role of computers. Manuscript in preparation. Retrieved from http://eltsjournal.org/wp-content/uploads/2015/05/The-Use-of-Computer-Technology-in-EFL-Classrooms-Advantages-Implication-Full-Paper.pdf
Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, Volume 25(2), 175–188.
Lee, K. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6 (12). Retrieved from http://iteslj.org/Articles/ Lee-CALLbarriers.html
Lai, CC, and Kritsonis, WA (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, Volume 3. Retrieved from http://faculty.ksu.edu.sa/saad/Documents/CALL%20Advantages%20and%20disadvantages.pdf
Lee, K. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal. 6(12).
Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford: Oxford University Press.
Morales, N. (2014). Use of computer-assisted language learning. Education and Human Development Master's Theses. The College at Brockport: State University of New York. Retrieved from http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1398&context=ehd_theses
Okonkwo, U. (n.d.) Computer-assisted language learning (CALL) Software: evaluation of its influence in a language learning process. DOI: http://dx.doi.org/10.4314/ujah.v12i1.4
Pichastor, C. and Anglesa, F. (n.d.) Computers and their role in the teaching/learning of languages. Manuscript in preparation. Retrieved from http://www.uji.es/bin/publ/edicions/jfi2/computer.pdf
Poureau, L., & Wright, J. (2013). Owning it: an evaluation of language applications and software for second language acquisition mastery. Online Submission.
Reinders, H., Thomas, M. (2012). Contemporary computer-assisted language learning. Retrieved from http://www.eblib.com
Tafazoli, D., and Golshan N. (2014). Review of computer-assisted language learning: history, merits & barriers. International Journal of Language and Linguistics, ISSN: 2330-0221, pp. 32-38. DOI: 10.11648/j.ijll.s.2014020501.15
Talebinezhad, M., and Abarghoui, M. (2013). The Iranian high school students’ attitude toward CALL and the use of CALL for EFL receptive skills. Theory and Practice in Language Studies, Vol. 3, No. 2, pp. 329-337. DOI:10.4304/tpls.3.2.329-337
Tuncok, B. (2010). A case study: students’ attitudes towards computer-assisted learning, computer-assisted language learning, and foreign language learning. Manuscript in preparation. Middle East Technical University.
Warschauer, M. (2004). Technological change and the future of CALL. In Fotos & Browne (Ed.), New perspectives on CALL for second language classrooms (pp. 15-26). Mahwah, NJ: Lawrence Erlbaum Associates.
Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview. Language Teaching. 31, pp. 57-71.
Warshauer, M. (1996). Computer-assisted language learning: an introduction. In S. Fotos (Ed.), Multimedia language teaching, 3-20.Tokyo: Logos
Yigit, A. (2006). Teachers’ attitudes towards the DynEd in primary education in Turkey. Journal of Educational and Instructional Studies in the World.August 2013, Volume: 3 Issue: 3 Article: 10 ISSN: 2146-7463. Retrieved from http://www.wjeis.org/FileUpload/ds217232/File/10.yigit.pdf
Published
2022-03-07
Section
Articles
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Copyright holder is the Bukidnon State University.
