scholarly journals Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) Using Google Documents in Enhancing Writing – A study on Senior 1 Students in a Chinese Independent High School

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Regina Maria Ambrose ◽  
Shanthini Palpanathan
Keyword(s):  
High School ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Google Documents

scholarly journals Investigating The Effectiveness of Computer Assisted Language Learning (CALL) Using Drill in Enhancing Vocabulary-A Study on Junior High School

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yuri Lolita
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Word Processing ◽  
English Language ◽  
Junior High ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Vocabulary Retention

<p>Vocabulary is one of English components which supports English skill. Teaching English vocabulary by using media has been interesting in research. This study tried to analyze the effect of CALL using drill and non-CALL using drill as media on teaching vocabulary to know whether it could increase students’ vocabulary retention in Junior High School. Computer-Assisted Language Learning (CALL) has evolved through various stages in both technology as well as the pedagogical use of technology (Warshauer &amp; Healay,1998) Studies show that the CALL trend has facilities students in their English language vocabulary with useful tools such as computer based activities and word processing. Students are able to produce higher quality essays in a student-centered nature and less-intimidating manner (Braine, 1997).In line with this research, it was used quantitative design. This study also purposes to find out to how the students’ response towards using CALL. This study was investigated seventh grade students consist of 126 learn. There are A class consist of 30 persons, B class consist of 34 persons, C class consist of 32 persons and D class consist of 30 persons. English vocabulary with CALL using drill and non-CALL using drill. In conclusion, of students’ response toward using CALL, the experimental group students are agree that CALL using drill is effective media for learning vocabulary retention, and have positive response rather than control group students. Therefore, teacher should be more creative to teach the students vocabulary skill because it can give the students impact for teaching and learning process.</p>

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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