The Effect of Computer Assisted Language Learning on the Development of EFL Learners’ Writing Skills

Zaini, Amin; Mazdayasna, Golnar

doi:10.1016/j.sbspro.2014.03.631

Cited by 16 publications

(13 citation statements)

References 9 publications

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“…Most studies reviewed students' attitudes towards learning English in computer-based language teaching environment (Afshari, Ghavifekr, Siraj and Jing, 2013;Akbulut, 2008;Aykaç, 2005;Kılıçkaya and Seferoğlu, 2013;Mohktari, 2013;Rahimi and Yadollahi, 2011;Önsoy, 2004;Zaini and Mazdayasna, 2014). The findings of these studies demonstrated that students showed generally positive attitudes towards computer-based language teaching.…”

Section: Related Research On Efl Teachers' Perceptionsmentioning

confidence: 99%

“…Although most of the studies have emphasised the impact of computer-assisted and internet-assisted language teaching and EFL students' attitudes towards these teaching methods (Afshari, Ghavifekr, Siraj and Jing, 2013;Kılıçkaya and Seferoğlu, 2013;Mohktari, 2013;Rahimi and Yadollahi, 2011;Schofield and Davidson, 2003;Timuçin, 2006;Zaini and Mazdayasna, 2014), there is a lack of research on the perceptions and perspectives of EFL instructors' and EFL teachers' on the integration of internet in language learning and teaching (Alkahtani, 2011;Amirsheibani and Iraji, 2014;Başöz and Çubukçu, 2014;Pinner, 2012;Rafiee and Purfallah, 2014). Therefore, the main objectives of this paper are to find out whether there was a difference between EFL instructors' perceptions and state and private schools EFL teachers' perceptions towards the integration of internet-assisted language teaching (IALT)…”

Section: Introductionmentioning

confidence: 99%

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English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

Yükselir

2016

ERIES Journal

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Although internet-assisted language teaching (IALT) has been recognised by the rapid progress of internet, there is a lack of published studies concerning the perceptions and perspectives of English Foreign Language (EFL) teachers on the integration of the internet into language learning and teaching. This study compares the differences between EFL university instructors' perceptions and state and private school EFL teachers' perceptions, towards the integration of internet-assisted language teaching (IALT) into EFL instruction. 82 participants took part in the survey and responded to the questions about their perceptions towards integrating internet-assisted language learning into EFL instruction, what types of internet resources they use to enhance language learning, and what kind of barriers prevent the use of the internet in EFL classes. A mixed-method approach, quantitative and qualitative, was administered in this study. The quantitative part of the research is a questionnaire with two sections, and the qualitative part is an open-ended questionnaire. Both quantitative and qualitative results demonstrate that although both instructors and teachers showed positive attitude towards IALT, the internet activities they used in the classroom were limited, and there were some barriers against internet use in the language classroom, such as limited time, limited computer facilities and certain technical problems. Highlights •Both instructors and teachers showed positive attitude towards IALT • EFL instructors seem to have more confidence in applying computer technology in their classroom • EFL teachers perceived managing internet use, technical problems, and internet illiteracy Literature ReviewInternet Use and Language Teaching Rico and Vinagre (2000) argue that the use of the internet can be interactive and cooperative with the help of e-mail, conferencing tools and newsgroup, a virtual group of learners can exchange knowledge, ideas and points of view on any number of topics. Therefore, the internet can increase EFL learners' motivation to learn the foreign language.Nevertheless, many factors have an effect on integrating internetassisted language learning into foreign language instruction successfully. According to Cuban (1993), there have been two barriers for implementation of technology in language teaching, namely: first-order barriers including external and institutionrelated problems; and second-order barriers including internal and teacher-related problems.

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Section: Related Research On Efl Teachers' Perceptionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

Yükselir

2016

ERIES Journal

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“…Besides, Zaini & Mazdayasna (2014) conducted research on the influence of Computer Assisted Language Learning (CALL) on the development of writing abilities in EFL learners. Forty-four Iranian students majoring in English as a foreign language were chosen and randomly allocated to one of two groups: control or experimental.…”

Section: Related Studiesmentioning

confidence: 99%

A Review of the Computer-Assisted Language Learning (CALL) on Teaching and Learning Writing

Lai¹,

Ngoc²,

Le³

2022

ictep

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Computer-Assisted Language Learning (CALL) has been a heated topic for years as this theme consists of positive impact on pedagogy. In the field of teaching and learning writing, researchers with a wide range of studies figured that CALL provides both lecturers and students opportunities for enhancing self-confidence, fluency, and accuracy. Most scholars have indicated that the positive effects of CALL in writing appeared clearly. By reviewing sixteen articles related to the topic, the writers revealed the effectiveness of CALL in the context of teaching and learning writing both inside and outside the classroom. Additionally, the challenges of utilizing CALL for writing subjects are also provided a spotlight. The study also mentions the common similar limitations that reviewed articles comprise, hence, the suggestion for further research will follow.

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“…It was later developed such that "computer" referred not only to the computer itself but also to the equipment attached to it, such as MP3 players, connecting networks, mobile phones, electronic whiteboards, and other digital equipment [22] . Zaini and Mazdayasna [23] pointed out that learners who used Microsoft Word to learn writing did better than those who did not. Microsoft Word software's own error correction function helped learners use the correct tense.…”

Section: Applications Of Ict In Language Learningmentioning

confidence: 99%

Review of Research on Content and Language Integrated Learning Classes from the Perspective of the First Principles of Instruction

Hao

Yamada

2021

ITEL

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This article presents a review of the literature on Content and Language Integrated Learning (CLIL) from 2011 to 2020. We analyzed 100 research articles based on the First Principles of Instruction (FPI), with the aim of considering the problems of CLIL and exploring the possibilities of improvement based on these principles. We found that the focus of almost all the articles was English as a Foreign Language (EFL) as the target language; rarely was a concern for other languages indicated. Moreover, current studies pertaining to CLIL paid little attention to the FPI. In this article, we offer some suggestions for future research.

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The Effect of Computer Assisted Language Learning on the Development of EFL Learners’ Writing Skills

Cited by 16 publications

References 9 publications

English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

A Review of the Computer-Assisted Language Learning (CALL) on Teaching and Learning Writing

Review of Research on Content and Language Integrated Learning Classes from the Perspective of the First Principles of Instruction

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