scholarly journals A learning object repository for computer assisted language learning in order to provide resources for language learners in schools in KwaZulu-Natal

2014 ◽  
Author(s):  
◽  
Pregalathan Reddy
Keyword(s):  
Language Learning ◽  
Educational Communication ◽  
Ease Of Use ◽  
Learning Object ◽  
Computer Assisted ◽  
Test Drive ◽  
Digital Resources ◽  
Critical Realist ◽  
Kwazulu Natal ◽  
Learning Object Repository

This study, carried out within a critical realist orientation, offers a digital approach to providing language learning resources to learners in KwaZulu-Natal by developing a language learning object repository (LLOR). The purpose of designing and setting up a LLOR prototype was to find a way to augment and supplement the resources provided by text books, the provision of which has hitherto been fraught with service delivery problems. Margaret Archer’s substantive theory of morphogenesis was used to provide a social science framework within Bhaskar’s critical realist meta-approach. The morphogenetic approach suggests that, for technological advances to be accepted as part of everyday educational practice, they must be included in the fabric of the existing social structures of teaching and learning. This had implications for the human computer interaction (HCI) aspects of the artefact, which was developed by both anticipating user needs at the outset and confirming these at intervals; it also looked at the development of digital resources over a period of time in terms of the artefact being part of a larger movement towards using digital resources. The iterative design of the LLOR followed a series of piloting different application stacks, including MediaWiki, TikiWiki CMS and Joomla. Moodle was chosen as the most suitable application as it facilitates the sharing of content using the Sharable Content Object Reference Model (SCORM) and can also easily be packaged in an offline self-contained pack for distribution to users who have limited Internet access. Three user groups, comprising experts (those who are proficient with web and computer technologies), teachers (a representative group of teachers who were second language teachers of English) and a representative from the Department of Basic Education (DOBE), were asked to test-drive the LLOR and respond to questions about its ease of use and potential. The LLOR was primarily intended for teachers although it supports students as well. The use of a user-contributed model in the design of the LLOR anticipates i the challenge of providing direct support (editorial), as in adding new resources by only the researcher and also accepting that consumers are more likely to support user-contributed models, if they are also contributors. The key to facilitating access to resources like the LLOR is to make them accessible through different devices especially mobile platforms such as (cell-phones and tablets); future development will prioritise a mobile ready version of the LLOR. The value of the research is thought to lie in furthering an innovative mode of teaching in a digital medium setting where educational communication achieves virtual mode in and out of the physical classroom.

Towards Usable Collaborative Virtual Reality Environments for Promoting Listening Comprehension

2011 ◽  
pp. 386-411
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Arthur Edwards ◽  
Raul Aquino-Santos ◽  
Jay Shiro Tashiro ◽  
Bill Kapralos
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Language Learning ◽  
Virtual Environment ◽  
Listening Comprehension ◽  
Ease Of Use ◽  
Qualitative Description ◽  
Computer Assisted ◽  
Collaborative Virtual Reality ◽  
Future Work

This chapter investigates whether an educational virtual environment can be developed to practice listening comprehension skills that meets second language student needs, complies with usability criteria, and is motivating to use. The chapter also investigates whether the usability of virtual reality(VR) technology positively affects language learning listening comprehension. It provides background research and information in Computer Assisted Language Learning (CALL), VR, and second language methodology. It then presents a technical and qualitative description of Realtown, a virtual environment designed to promote listening comprehension. This chapter also describes a usability study of Realtown. Student errors, motivation, and ease of use, among other features, were positively measured on listening comprehension activities in Realtown. Future work includes longitudinal studies on learning issues, first-person, and collaborative experiences in VR, including the impact of VR on learning and knowledge transfer when combined with traditional instruction.

scholarly journals Integrated Model towards Computer Assisted Language Learning Acceptance: Empirical Case Study of Saudi Universities

2018 ◽  
Vol 6 (2) ◽  
pp. 40
Author(s):  
Abdul Fattah Soomro
Keyword(s):  
Saudi Arabia ◽  
Social Influence ◽  
Language Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Management Support ◽  
Perceived Ease Of Use ◽  
Facilitating Conditions

Maximum utilization of technology in all fields of life including language education by a country has become inevitable to survive in the competitive world. Saudi government has already invested a lot of efforts and public finance to adopt modern teaching practices using Information Communication Technology (ICT) to supplement English Language Teaching (ELT) in Saudi Arabia. The present study applies Technology Acceptance Model (TAM) as a theoretical model to explore the effects of different factors on the attitudes of teachers towards using Computer-Assisted Language Learning (CALL) in the language learning contexts of Saudi Arabia. The current study investigates the effect of perceived usefulness and perceived ease of use on the attitude and intended usage behavior of Saudi English as a Foreign Language (EFL) teachers towards using CALL. In addition to these two factors borrowed from TAM, three other variables: social influence, facilitating conditions and management support are added into the model. To test the hypothesized model, this study applied a quantitative questionnaire survey approach with participants chosen randomly from 10 different universities in Kingdom of Saudi Arabia. A total of 421 valid responses received through online questionnaire from the teachers were used for the analysis to achieve research objectives and hypotheses testing. Structural Equation Modeling Analysis was employed to analyze the data. The findings of this study are found very encouraging and provide sufficient support to the proposed model of the study, which was consisting of TAM as the foundation theory. According to TAM, postulation perceived usefulness and perceived ease of use both are two significant elements that determine attitude and intended usage behavior. These hypotheses were found significant, thus provided external validity to the TAM postulations. In addition, the findings suggested that social influence, management support, and facilitating conditions are important factors that influence individuals’ intended behavior towards CALL usage.

Access and Control; Digital Libraries; Information Ethics; Privacy; Security

2009 ◽  
pp. 16-26
Author(s):  
Sarah-Jane Saravani
Keyword(s):  
New Zealand ◽  
Open Source ◽  
Learning Object ◽  
Success Factor ◽  
Digital Resources ◽  
Critical Success ◽  
Functional Learning ◽  
Learning Object Repository ◽  
Application Profile ◽  
Institute Of Technology

This chapter describes a learning object repository case study undertaken at the Waikato Institute of Technology, Hamilton, New Zealand, during 2005 to 2006. The project, known as the open source learning object repository (OSLOR), involved establishing a functional learning object repository, using open source software, able to be populated with digital resources from across the various education communities. Input from librarians was deemed a critical success factor; high quality metadata determine the searchability, durability, and ultimate value of the repository. The metadata application profile developed was specific to a learning object repository but was also designed to be both reducible and extensible. It was also interoperable to ensure future viability. Close consultation with the National Library of New Zealand was an additional prerequisite. The author hopes the decisions underpinning the application profile design will inform others involved in describing digital resources for a specific community.

Computer-assisted vocabulary acquisition: an evaluation of the text analysis program

ReCALL ◽  
1993 ◽  
Vol 5 (8) ◽  
pp. 9-15 ◽  
Author(s):  
Jane McKee
Keyword(s):  
Language Learning ◽  
Text Analysis ◽  
Ease Of Use ◽  
Computer Assisted ◽  
Analysis Program ◽  
Communication Course ◽  
Learning Techniques ◽  
Computer Services ◽  
The University ◽  
Academic Year

The Text Analysis Program (TAP) was designed by a team from the Department of European Studies and Modern Languages and the Computer Services Department of the University of Ulster with a view to enhancing language learning techniques for third level language students. Work on the program was funded jointly by the CTI and the University of Ulster. A Multiple Choice Question (MCQ) program was also developed as part of the same project. The program came into service in the academic year 1989-90 when it was tested on three groups of students. Some minor modifications were made before it was reused in 1990-91 and 1991-92 with the group of students who seemed to us most likely to benefit from its use. It is now undergoing further adjustment in the light of the second and third year's experience and is set to become a permanent feature of second year teaching on the BA (Hons) International Business Communication course (IBC). The present paper seeks to evaluate the program under two headings: ease of use and effectiveness as a means of enhancing linguistic awareness and language learning techniques.

Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program

2012 ◽  
Vol 8 (1) ◽  
pp. 55-74
Author(s):  
Tainyi Luor ◽  
Hsi-peng Lu ◽  
Robert E. Johanson ◽  
Hueiju Yu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Computer Assisted ◽  
Perceived Ease Of Use ◽  
Tam Model ◽  
Significant Difference ◽  
E Learning ◽  
Acceptance Model

The implementation of computer on-line English-language learning (COEL) (acronyms given in the Appendix) programs in business contexts remains an unexplored area in the computer assisted language learning literature. Moreover, while many studies have focused on learners’ first usage intentions in TAM (technical acceptance model), few have explored their intentions to continue using them. To address this lacuna, the authors propose a framework for COEL derived from a three-month empirical study of learners’ perceived ease of use (PEOU), perceived usefulness (PU), perceived enjoyment (PENJ), attitudes towards corporate e-learning (ATT), intention (INT), technology satisfaction (SAT), and affective reaction (AR) regarding a COEL program implemented at a financial firm in Taiwan. An examination of the proposed two models revealed gaps between learners’ intention of first usage and re-usage of the COEL. Further analyses revealed a significant difference between groups of high intention learners to re-use the COEL and low intention learners to re-use the COEL. A second investigation determined eight factors that contributed to the differences between these two diverse groups of learners. This study’s findings shed light on the relationship between TAM model and factors related to COEL programs.

scholarly journals Pre-service English teachers' experience with various CALL applications: Hindrances and reflection

2021 ◽  
Vol 8 (1) ◽  
pp. 99-114
Author(s):  
Syafryadin Syafryadin ◽  
Veronika Unun Pratiwi ◽  
Dian Eka Chandra Wardhana
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Mixed Method ◽  
Role Models ◽  
English Teachers ◽  
Ease Of Use ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Internet Connection ◽  
Method Approach

Computer assisted language learning (CALL) is one of the alternative ways used by teachers in teaching English. This research aims to find out various CALL applications used by the pre-service English teachers, the difficult skills faced by students, hindrances, and pre-service teachers’ reflection. A mixed-method approach with questionnaires, interviews guideline, and observation checklist were employed by the researchers. The sample consisted of 30 pre-service English teachers and 750 students. The data analyses were done by using simple statistics calculations, codes, and categories. The results showed that pre-service English teachers applied various CALL applications, in which the majority of them used Hello English for speaking in the classroom because of the ease of use of the application. The most difficult skills learned by students were listening, and the easiest skill was reading. Another finding is related to hindrances during CALL applications which included internet connection, material understanding, CALL application procedures, assessment, discipline, cost, and learning style. However, those problems were eventually solved by pre-service English teachers. Furthermore, pre-service teachers wrote their teaching reflection to know their evaluation of their teaching. The reflections showed that they could solve the problems, made, and revised lesson plans, and brought good role models in the classroom.

Design and Development of a Reusable Digital Learning Resource

2010 ◽  
pp. 294-309
Author(s):  
Ann Marcus-Quinn ◽  
Barbara Geraghty
Keyword(s):  
Language Learning ◽  
Collaborative Design ◽  
Cost Effective ◽  
Learning Object ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Digital Learning ◽  
Writing Systems ◽  
Design And Development ◽  
Digital Repositories

This chapter describes the collaborative design and development process of a digital learning object in terms of roles, resources and user requirements. The example used to illustrate this process is a computer-assisted language learning (CALL) adaptation of a colour-based method of teaching one of the phonetic Japanese writing systems to zero beginners. This learning object combines as many of the positive features as possible of previous teaching methods with the advantages of mobile learning, facilitating autonomous learning on demand. It is time and cost effective and contains additional resources best supplied by a digital resource. The chapter also discusses the role and development of digital repositories in higher education.

scholarly journals Surveying KwaZulu-Natal universities’ language academics for the modelling of factors affecting their attitudes towards computer assisted language learning tools for African indigenous languages

2020 ◽  
Author(s):  
◽  
Theophilus Adedayo Adedokun
Keyword(s):  
Language Learning ◽  
Negative Attitude ◽  
Subjective Norms ◽  
Perceived Usefulness ◽  
Indigenous Languages ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Tools ◽  
Computer Experience ◽  
Kwazulu Natal

Computer-Assisted Language Learning (CALL) has been proven by literature to be of immense benefit to the teaching and learning of language at all levels of education. However, it is interesting that university language academics seem to have a negative attitude towards CALL. The aim of this study, therefore, is to design a conceptually sound model of the factors that affect the attitudes of language academics towards Computer Assisted Language Learning Tool for African Indigenous Languages (CALLTAIL) and to examine the relationship between CALL and language attrition, especially for marginalised African languages. Supporting this study are these four theories, namely, the Theory of Reasoned Action, the Theory of Planned Behaviour, Hume’s Theory of Beliefs, and the Digital Divide Theory. The study uses content analysis review of suitable literature and a survey of fifty (50) language academics from three (3) public universities in the province of KwaZulu-Natal in South Africa. The factors identified to affect the attitudes of language academics are their computer experience, their subjective norms, and their perceived usefulness of CALLTAIL. The findings of this study indicate that subjective norms and perceived usefulness of CALLTAIL are the two factors that affect other variables in this study. The findings also indicate that all the variables in this study are interlinked and interrelated. The study recommends the optimization of language academics’ computer experience, subjective norms, and perceived usefulness of CALLTAIL. The chief contribution of this study is to have investigated the use and adoption of Computer Assisted Language Learning Tools in the context of African indigenous languages and this can be considered as a new research in comparison to the reviewed studies of this research.

Sign in / Sign up

Export Citation Format

Share Document