Effectiveness of Implementing Computer-assisted Language Learning Technology in an English for Specific Purposes Training Program

Abstract

Descriptive and inferential research questions were investigated: Research Question 1 : To what extent is there a significant difference between the pretest and the posttest scores of students who are enrolled in the English for Specific Purposes (ESP) training program implemented with the online learning Computer-Assisted Language Learning (CALL) technology blended with an instructor in the classroom (blended learning)? Research Question 2: To what extent is there a significant difference between the pretest and the posttest scores of students who are enrolled in the blended learning ESP training program in the areas of listening, reading, vocabulary, and grammar components of the test? Research Question 3: What are the attitudes of students who are enrolled in the blended learning ESP training program, toward learning ESP with CALL technology? Research Question 4: To what extent do students perceive the CALL technology as facilitating interactions among students in learning ESP? Research Question 5: Do students' educational levels, age, years of prior computer experience, years of experience studying English, their perceptions of CALL technology as facilitating interactions among students, or their motivations affect their attitudes toward learning ESP with CALL technology? Research Question 6: Do students' educational levels, age, years of prior computer experience, years of experience studying English, years of aviation training experience, amount of time viewing TV and movies, amount of time of students' interactions with native English-speakers, amount of time they communicated in English among themselves, their motivations, their perceptions of CALL technology as facilitating interactions among students, or their attitudes toward learning ESP with CALL affect their score gains? Data Collection and Data Analysis This study was a quantitative study with pre-experimental one group pretest and posttest research design (Babbie, 2001, p.224). The data sources of this study were the pretest and posttest scores of students, who were enrolled in the classroom setting ESP training program with the implementation of "V" company's online learning CALL technology blended with an instructor. In addition, Gall et al. (1996) suggest that it is reasonable to expect students to make some language gains over time, via living in the target language community. That is, therefore, the "maturation" threat to the internal Research Question and Hypotheses Research Questions Descriptive and inferential research questions were investigated: Research Question 1 : To what extent is there a significant difference between the pretest and the posttest scores of students who are enrolled in the English for Specific Purposes (ESP) training program implemented with the online learning Computer-Assisted Language Learning (CALL) technology blended with an instructor in the classroom (blended learning)? Research Question 2: To what extent is there a significant difference between the pretest and the posttest scores of students who are enrolled...