Call–Non-English L2 Instruction

Conrad, K. Bernd

doi:10.1017/s0267190500001495

Cited by 13 publications

(12 citation statements)

References 81 publications

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“…After quoting and analyzing different opinions of experts, he acknowledges the helpful role of CALL in vocabulary teaching. According to Ellis (1995), Goodfellow (1995), and Conrad (1996), developing EFL learners' word knowledge can be simplifi d through the use of CALL. Abu-Seileek (2004) conducts a study to discover the effect of a CALL program on students' writing ability in English by teaching the program cooperatively and collectively.…”

Section: Computer Assisted Language Learning (Call)mentioning

confidence: 99%

The Effect of Computer-assisted Language Learning (CALL) on Immediate and Delayed Retention of Vocabularies in General English Course

Sedaghatkar

2017

Int. J. Appl. Linguist. Engl. Lit.

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Vocabulary learning is essential for language acquisition; however, it is considered problematic for the second language learners. As a teacher of General English Course, I witness majority of students state that "It's difficult for me to remember long words", "I rapidly forget new words", "I frequently repeat words", etc. As a matter of fact, learning vocabulary is one of the most boring tasks that language learners face with. Hence, different ways have been tried towards making vocabulary learning easier. In this regard, recent years have shown an interest in using computers for foreign language teaching and learning. A previous decade, the use of computers in the language classroom was of concern only to a small number of specialists. However, with the introduction of multimedia computing and the Internet, the role of computers in language teaching has now become a key issue that great numbers of language teachers throughout the world face with. In this regard, the present study sought to investigate the effect of computer assisted language learning (CALL) on immediate and delayed retention of vocabularies among Iranian university students in General English Course. In this regard, 58 students from Payam Noor University of Aradan and Garmsar, Iran, were selected at random on the basis of Nelson test and then were divided into experimental and control groups each one including 29 students. A vocabulary test (as a pretest) was administered to the subjects in both groups. The goal was to check what words were unknown to the subjects in both groups. After the administration of the vocabulary test, about 21 words out of 114 new words were omitted since these words were known to the subjects in both groups. During the study, the researcher taught each group in 3 sessions (each session 90 minutes). After completion of each session, both groups were assessed through an immediate posttest. The subjects were also assessed for delayed posttest one month after teaching sessions (posttest 2). The results obtained throughout the study indicated that there was a significant difference between CALL users and nonusers in favor of the experimental group (p<0.05). It was also concluded that the university students had a positive attitude toward using CALL for learning vocabulary. In light of the findings of the study, the effectiveness of CALL on immediate and delayed retention of vocabularies was approved.

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Section: Computer Assisted Language Learning (Call)mentioning

confidence: 99%

The Effect of Computer-assisted Language Learning (CALL) on Immediate and Delayed Retention of Vocabularies in General English Course

Sedaghatkar

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…Several studies done in the 1980s on computer-aided language learning technologies used the stimulus-response model: behavior of querying and answering, to create new approaches for learning by focusing on grammatical properties or discrete-point learning (Conrad, 1996;Johnson, 1992;Pusack & Otto, 1997). A common feature of these applications was that they were focused on creating new approaches to transmit learning content to young learners.…”

Section: Overviewmentioning

confidence: 99%

Real-Time Interactive Visualization Aiding Pronunciation of English as a Second Language

Dibra

Otero

Pettersson

2014

2014 IEEE 14th International Conference on Advanced Learning Technologies

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Computer assisted language learning (CALL) comprises a wide range of information technologies that aim to broaden the context of teaching by getting advantages of IT. For example, a few efforts have been put on including a combination of voice and its visual representation for language learning, and some studies are reporting positive outcomes. However, more research is needed in order to assess the impact caused by specific visualization styles such as: highlighting syllables and/or wave of sound. In order to explore this issue, we focused at measuring the potential impact that two distinct visualization styles and its combination can have on teaching children the pronunciation of English as a second language. We built a prototype which was designed to assist students while learning pronunciation of syllables. This system was employing two different realtime interactive visualization styles. One of these visualization styles utilizes audio capturing and processing, using a recent technology development: Web Audio API.

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“…In schools, computers are used for instruction in many disciplines. In second language instruction, computers are used as tools for teaching writing and conducting computer-mediated discussions; they are used as "instructors" in presentations and for practice with vocabulary and grammar points; and they are used to present "slices oflife" in exploratory culture and reading programs (e.g., Chapelle, 1996;Conrad, 1996).…”

Section: List Of Tablesmentioning

confidence: 99%

Computer Familiarity Among Toefl Examinees

Kirsch

Jamieson

Taylor

et al. 1998

ETS Research Report Series

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EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, GRE, TOEFL, and the TOEFL logo are registered trademarks of Educational Testing Service. The modernized ETS logo is a trademark of Educational Testing Service. AbstractThe growing use of computer-based testing raises concerns about access and equity. Specifically, many in the field oflanguage testing are concerned that the introduction of a computer-based TOEFL test in 1998 may introduce bias by confounding the measurement of English-language proficiency with computer familiarity. As the first study in a series of research efforts to address this question, a 23-item questionnaire focusing on examinees' access to, attitude toward, and experience using computers as well as related technologies was developed and administered to TOEFL test takers in April and May of 1996 as part ofa TOEFL test administration.The examinee response rate for the survey was over 90%, and the sample of respondents was determined to be highly similar to the annual TOEFL examinee population in terms of gender, native language, test center region, TOEFL test score ranges, and reason for taking the test.Factor analysis procedures (specifically, a principal factors approach with varimax rotation) were used to determine the dimensionality of the survey questionnaire. The first factor from a twofactor common factor solution consisted of 11 items and had a reliability of .91. This factor was used to classify TOEFL examinees into one of three groups according to their level of familiarity with computers: low, moderate, or high. Overall, some 16% of the TOEFL population was judged to have low computer familiarity, another 34% to have moderate familiarity, and approximately 50% to have high familiarity. In terms of background characteristics, computer familiarity was found to be unrelated to age, but was related to gender, native language, region of the world where the examinee was born, and test-center region. Computer familiarity was also shown to be related to individuals' TOEFL test scores and their reason for taking the test but unrelated to whether or not they had taken the test previously.Analyses of variance were conducted to investigate the relationships among proficiency as measured by the paper-and-pencil TOEFL test, computer familiarity, and selected background characteristics, including gender, age, native language, and reason for taking the test. Effect sizes for each variable as well as for the interactions among the variables are discussed herein. The study results are also considered in light of existing research relating to various aspects of computer familiarity as well as in terms of their implications for professionals in universities and intensive language programs who will need to serve the needs of this diverse set of learners. Current (1996-97) members of the TOEFL Research Committee are: Paul 1. Angelis Web Site: http://www.toefl.orgii This study could not have been completed without the support and assistance of many individuals across ETS, the external TOEFL test administra...

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Call–Non-English L2 Instruction

Cited by 13 publications

References 81 publications

The Effect of Computer-assisted Language Learning (CALL) on Immediate and Delayed Retention of Vocabularies in General English Course

The Effect of Computer-assisted Language Learning (CALL) on Immediate and Delayed Retention of Vocabularies in General English Course

Real-Time Interactive Visualization Aiding Pronunciation of English as a Second Language

Computer Familiarity Among Toefl Examinees

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