Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language

Chapelle, Carol A.; Jamieson, Joan

doi:10.2307/3586387

Cited by 80 publications

(48 citation statements)

References 45 publications

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“…Abraham (1985) reported that FI learners of ESL learned an advanced grammatical rule best in CALL materials that provided a deductive presentation, whereas the FD learners did better in CALL materials that presented examples. Chapelle and Jamieson (1986) showed that the FD learners had more positive attitudes toward the CALL component of their ESL program than the FI learners, even when motivation was controlled for. Finally, in examining the correlates of learning strategy use, Jamieson and Chapelle (1987) found that strategy use should be assessed in conjunction with cognitive style.…”

Section: Fid and Callmentioning

confidence: 99%

“…The rules versus examples formats for grammar teaching, for example, might realistically be offered to learners studying grammar online. CALL materials such as those used in Chapelle and Jamieson's (1986) study could be offered to the FD learners, and a parallel set developed for the FI learners less fond of that kind of instructional design. Jamieson and Chapelle's (1987) study suggests that it may be useful to consider the amount of learner control and help options for different task types and learners in a CALL program.…”

Section: Fid and Callmentioning

confidence: 99%

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Individual Learner Differences in CALL

Chapelle¹,

Heift²

2020

CALICO

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In Spring semester 2006, we conducted a study with 50 learners of German to investigate the use of a new measure (Cárdenas-Claros, 2005) for research on the field independent/dependent (FID) cognitive style and CALL use. After the measure was administered, students worked on a CALL program for German that logs interaction. This paper reports the reliability and item analysis of the FID-CALL measure in addition to its relationship with learners' behaviors in the CALL program. With the goal of understanding how FID intersects with satisfaction and success in learning through CALL, we suggest areas for future development of the measure. Trude heifTSimon Fraser University ABSTRACTIn Spring semester 2006, we conducted a study with 50 learners of German to investigate the use of a new measure (Cárdenas-Claros, 2005) for research on the field independent/dependent (FID) cognitive style and CALL use. After the measure was administered, students worked on a CALL program for German that logs interaction. This paper reports the reliability and item analysis of the FID-CALL measure in addition to its relationship with learners' behaviors in the CALL program. With the goal of understanding how FID intersects with satisfaction and success in learning through CALL, we suggest areas for future development of the measure.

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Section: Fid and Callmentioning

confidence: 99%

Section: Fid and Callmentioning

confidence: 99%

Individual Learner Differences in CALL

Chapelle¹,

Heift²

2020

CALICO

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“…Chapelle and Jamieson (1986) studied the use of CALL lessons in the acquisition of English as a second language and reported that students who worked harder at learning English spent a lot of time using CALL and had a more positive attitude toward it. They also reported a significant relationship between language learners' motivation and computer use and attitude.…”

Section: Call Attitudementioning

confidence: 99%

Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

Rahimi¹,

Yadollahi²

2012

ELT

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The aim of this study was investigating Iranian female students' attitude towards CALL and its relationship with their level of education, computer ownership, and frequency of use. One hundred and forty-two female students (50 junior high-school students, 49 high-school students and 43 university students) participated in this study. They filled in A-CALL questionnaire that assessed their attitudes towards CALL with respect to four factors: effectiveness of CALL vs. non-CALL, surplus value of CALL, teacher influence, and degree of exhibition to CALL. The findings revealed that the sample had a general positive attitude towards CALL while they showed the highest positive attitudes towards teacher influence and the lowest positive attitudes towards effectiveness of CALL vs. non-CALL. Students' attitude toward CALL across level of education was found to be significantly different just in degree of exhibition to CALL; while university students had the highest level of positive attitudes in this regard. Further, computer ownership could make a difference in students' attitude towards teacher influence. No statistically significant difference was found between the attitudes of those students who used computer more frequently and those students who did not use it quite often.

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“…Applying CALL in the classroom could increase students' motivation because it is one of notable techniques nowadays (Chapelle & Jamieson, 1986;Chang & Lehman 2002;King, 2002;Torii-Williams, 2004;Ushioda, 2011).…”

Section: Computer Assisted Language Learning (Call) and Motivationmentioning

confidence: 99%

The Impact of Technology-Integrated Instruction to Elementary Students’ Language Learning Motivation and Performance

Chen¹

2015

JLAS

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This study aims to investigate technology-integrated language learning courses that benefit elementary language learners' desire to learn English (motivation) and how they are related to the student's performance. Theories guiding this investigation included Dörnyei's L2 Motivational Self System and Gardner's Socio Psychological System to describe language learners' desire to learn (motivation). Thirty-five 3rd grade elementary school students, who are learning English with technology at school, were included in this study. The result indicates that the features of technology students like to use while learning have positive and significant correlation with desire to learn English (motivation); and their previous technology learning experience and motivation have significant influence on their final grade. This final analysis could provide a guideline for EFL teachers or students who are in teacher training programs to integrate technology into their future courses. Keywords: CALL, motivation, EFL, performance IntroductionThe agenda the researcher pursued was how technology is related to students' motivation and final performance while learning a foreign language. The primary research goal was to evaluate language learners' motivation while integrating technology into language learning. As cited in Oxford and Shearin's study (1994), several researches show that motivation plays a crucial role for students to learn because it can reflect how often students apply learning strategies; how much language learners use the target language to interact with others; how much input they receive from the learned target language; how well they have achieved on curriculum-related achievement tests; how well they could achieve proficiency level; and how long they could preserve and maintain their skills even after their language learning is over (Ely, 1986;Gardner, 1991;Oxford & Shearin, 1994). In addition, applying technology in learning can benefit language learning because it could not only provide a better and more effective use of class time but individualize students' learning because students can work at their own pace (Martinez-Lage & Herren, 1998). Thus, the studies and theories that the researcher included in the research were focused on language learners' motivation since applying technology in a language classroom could promote this approach. Literature Review MotivationMotivation plays an essential role in language learning because it shows why language learners decide how  Chen Yu-lin, Assistant Professor, Tatung University. they are willing to participate in leaning process, how hard they are willing to try to pursue the goal and how long they are willing to sustain in the learning process (Dörnyei, 2001). Hence, Gardner and his colleagues proposed a socio-educational model focusing on integrativeness and instrumentality. Integrativeness explains language learners' affective disposition of the target language group while instrumentality focuses on using the target language as a tool for career, travel, or spec...

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Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language

Cited by 80 publications

References 45 publications

Individual Learner Differences in CALL

Individual Learner Differences in CALL

Multivariate Effects of Level of Education, Computer Ownership, and Computer Use on Female Students’ Attitudes towards CALL

The Impact of Technology-Integrated Instruction to Elementary Students’ Language Learning Motivation and Performance

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