Role Reversal Call at Coventry University

Smith, Gregory G.; Courtney, Kathy; Rickers, Wibke; Köhler‐Ridley, Monika

doi:10.1080/0958822970100302

Cited by 4 publications

(1 citation statement)

References 3 publications

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“…In addition, none of those good computer-assisted language learning systems has been widely adopted in the classroom (Chen & Zhao, 1997). Smith, Courtney, and Rickers (1997) indicate that with the worst CALL activities, some students may perceive CALL systems as promoting passive attitudes toward learning; in addition, students may not be able to draw any long-term benefit from gap-filling exercises, text reconstructions, and grammar primer exercises (p.213). Chen and Zhao (1997) point out that the platform incompatibility issue has handicapped many good CALL applications and reduced its potential of reaching more users.…”

Section: Obstacles To Computer-assisted Language Learningmentioning

confidence: 99%

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

Chiu

Serrano²

2006

The International Journal of Learning: Annual Review

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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...

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Section: Obstacles To Computer-assisted Language Learningmentioning

confidence: 99%

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

Chiu

Serrano²

2006

The International Journal of Learning: Annual Review

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An international bibliography of computer-assisted language learning: fifth instalment

Jung

2002

System

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Implementing institutional change for languages: online collaborative learning environments at Coventry University

Orsini-Jones

1999

ReCALL

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This paper stems out of the author's work developed thanks to her secondment as the representative for Languages to the Task Force for Teaching, Learning and Assessment at Coventry University. The aim of the secondment is to disseminate a recognised model of good CALL practice, the FREE - Fluid Role-Exchange Environment (Orsini-Jones and Jones 1996, Orsini-Jones 1999), to other areas of Italian Studies, to languages other than Italian and to the rest of the university. This paper will show how the model was disseminated to the teaching of EFL and Italian translation studies via the use of the Web. The paper will finally consider a few issues relating to the impact of the implementation of C&IT change in Languages.

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Role Reversal Call at Coventry University

Cited by 4 publications

References 3 publications

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

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

An international bibliography of computer-assisted language learning: fifth instalment

Implementing institutional change for languages: online collaborative learning environments at Coventry University

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