Effect of “Tell Me More” on EFL Undergraduate Students’ English Language
                        Achievement

Gyamfi, George; Sukseemuang, Panida

doi:10.5944/openpraxis.9.4.724

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…The content of TMM has been structured around authentic events like at the airport, weather forecast, a linguistic function, and listening to a dialogue on scenarios of communication. This is followed by an activity of interaction and other pronunciation, standard activities of vocabulary and grammar (Gyamfi & Sukseemuang, 2017).…”

Section: Review Of the Literature Backgroundmentioning

confidence: 99%

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learnersâ€™ Vocabulary Learning

Enayati¹,

Gilakjani²

2020

ijole

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Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned words are not forgotten. The objective of current investigation is to examine the effect of CALL on Iranian intermediate learners’ vocabulary learning. The researchers used Tell Me More (TEM) software for this objective. This investigation used Preliminary English Test (PET) as a standardized measurement to seek the level of the subjects in terms of language proficiency. Then, the researchers assigned the participants into two groups: experimental group and control group. Experimental group included 31 EFL students and control group involved 30 EFL students. 80 items were administered as pre-test to evaluate the participants’ previous knowledge of English in respect to the vocabularies. The researchers taught the students of both groups for 12 sessions. The TEM software was used as treatment in experimental group and the control group received no treatment. The taught words were the same in both groups. After 12 sessions, the 65 items were administered as post-test in order to compare the results of the scores of two groups and decide about the effectiveness of the treatment. The data were analyzed through running the Independent sample t-test. The results of post-test showed that the participants of experimental group outperformed the control group and had positive attitudes towards CALL. The results of this study may be useful for EFL teachers, EFL learners, and syllabus designers.

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Section: Review Of the Literature Backgroundmentioning

confidence: 99%

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learnersâ€™ Vocabulary Learning

Enayati¹,

Gilakjani²

2020

ijole

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“…A descriptive study on undergraduate students' achievement with TMM at four proficiency levels revealed an improvement in the proficiency level of beginners and advanced users (Gyamfi & Sukseemuang, 2017). Interestingly, TMM had no to little impact on the English proficiency of students at the intermediate+ and intermediate levels.…”

Section: Related Studiesmentioning

confidence: 99%

Self-Study with the Educational Technology <i>Tell Me More</i>: What EFL Learners do

et al. 2019

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This study investigated 350 English as a foreign language (EFL) undergraduate students’ use of Tell Me More (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners’ self-study practices with the TMM program? 2) How did learners’ self-study practices enhance or undermine the purpose of using the TMM program? Self-report questionnaire with subscales from Students Approaches to Learning and a semi-structured focused group interview were used to investigate the participants’ practices, effort and persistence on the TMM. The findings indicated that the learners multitasked to compensate for the lack of support from instructors and for assessment purposes, sometimes left the program on to count the time. The findings on the time of use suggested that self-study practices do not depend only on learners’ attitude or features of the learning environment but also goals set by instructors. Additionally, the findings showed that learners made moderate effort of use and were inconsistent in their self-study practices. The findings shed new light on what accounts for the effective use of educational technologies and how practices could be improved. This study would guide developers of online learning curriculums and educators on learning goals and assessment types to be incorporated in online self-study programs.

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Effect of “Tell Me More” on EFL Undergraduate Students’ English Language Achievement

Cited by 2 publications

References 6 publications

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learnersâ€™ Vocabulary Learning

The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learnersâ€™ Vocabulary Learning

Self-Study with the Educational Technology <i>Tell Me More</i>: What EFL Learners do

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