The Effect of Computer-Assisted Instruction on ESL Reading Achievement

Kleinmann, Howard H.

doi:10.2307/326446

Cited by 11 publications

(9 citation statements)

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“…Computerized exercises have been advocated since the 1960s (see Adams, Morrison, Q Reedy, 1968; Curtin, Clayton, Q Finch, 1972;Decker, 1976). They have not produced revolutionary improvements in learning outcomes (Garrett, 1991;Kleinman, 1987), but this should not be surprising because the advantages of computer-automated exercises are most obviously instructional. Feustle (2001) summarized their benefit very well: "When properly implemented, these programs all but eliminate the tedium of evaluating and grading student workbooks, thus returning valuable time to teachers to do those things for which their preparation and talents are best suited" (p. 837).…”

Section: Automated Online Exercisesmentioning

confidence: 99%

Redesigning Introductory Spanish: Increased Enrollment, Online Management, Cost Reduction, and Effects on Student Learning

Sanders

2005

Foreign Language Annals

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Redesign of a beginning Spanish program allowed for an enrollment increase of 85%, lowered cost per student by 29%, and provided a 9% pay raise to the course instructors. Class sizes were reduced from 30 students per section to 25 per section and seat time was reduced from 200 minutes per week to 130 per week. In‐class instruction was supplemented with automated, online homework exercises and computer‐mediated communication (CMC). The online components were distributed through a WebCT course Web site. Implementation occurred over a period of 2 years. This study examines whether the redesigned program was able to maintain student learning outcomes. The resulting student retention rates, successful course completion rates, and scores on the Brigham Young University Web‐based Computerized Adaptive Placement Exam (BYU WebCAPE) were comparable to those of prior instruction, but the redesign had questionable effects on proficiency.

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Section: Automated Online Exercisesmentioning

confidence: 99%

Redesigning Introductory Spanish: Increased Enrollment, Online Management, Cost Reduction, and Effects on Student Learning

Sanders

2005

Foreign Language Annals

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“…18 Dunkel (1987) predicted that the "computer will be just another in a series of highly touted technological tools that have neither revolutionized learning nor lived up to initial promises" (p. 254). Kleinman (1987) assessed the state of the promises of CAI and also concluded, rather negatively, that "most of the software programs are drill-practice and tutorial in nature, amounting to little more than electronic textbooks" (p. 271). Kleinman claimed that even if such software were to be improved, "CAI does not appear to be more effective than similarly constructed instructional programs that lack a CAI component" (p. 271).…”

Section: Cai: the Drill And (S)kill Stagementioning

confidence: 99%

“…Despite the impressive amount of publications about perceived pedagogical benefits of newly developed technological tools, several authors have demanded caution in the implementation of implicit or explicit pedagogical recommenda-tions (e.g., Ornstein, 1968;Meredith, 1983;Kleinman, 1987). Most of the assessment of the pedagogical value of newly introduced technologies in the L2 curriculum has been carried out with the help of surveys, questionnaires, and descriptive accounts.…”

Section: The Evidence In Favor Of Pedagogical Effectivenessmentioning

confidence: 99%

The Use of Technology for Second Language Learning and Teaching: A Retrospective

Salaberry

2001

The Modern Language Journal

267

145

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As one of the oldest and most influential foreign language pedagogical journals, The Modern Language Journal (MLJ) offers valuable insights into how technological advances have affected language teaching and learning at various points in history. The present article will review the proposed pedagogical use of technological resources by means of a critical analysis of articles published in the MLJ since its first edition in 1916. The assessment of how previous technical capabilities have been implemented for pedagogical purposes represents a necessary background for the assessment of the pedagogical potential of present‐day technologies. In this article I argue that, whereas most “new technologies” (radio, television, VCR, computers) may have been revolutionary in the overall context of human interaction, it is not clear that they have achieved equal degrees of pedagogical benefit in the realm of second language teaching. I further claim that the pedagogical effectiveness of different technologies is related to four major questions: (a) Is increased technological sophistication correlated to increased pedagogical effectiveness? (b) Which technical attributes specific to new technologies can be profitably exploited for pedagogical purposes? (c) How can new technologies be successfully integrated into the curriculum? and (d) Do new technologies provide for an efficient use of human and material resources?

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“…Dunkel [4] conducted a meta-analysis research on the effectiveness of CAI and concluded that CAI reduces the learning time of both nonnative English speakers and learners with positive attitudes toward the use of computers in learning. Kleinmann, in his study of the reading achievement of nonnative speakers of English enrolled in a basic skills college reading course, indicated that students receiving CAI made greater reading achievement than students not receiving CAI [5]. A study concluded that computer-assisted cloze exercises in the adult English as second language (ESL) classroom enhance nonnative speakers' retention was conducted by Eichel [6].…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Learners' Language Backgrounds and Computer Graphics Display Strategies in a Hypermedia Learning Environment

Chen

1997

Journal of Educational Computing Research

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Today, multicultural classrooms are prevalent in American schools. One of the prominent characteristics for multicultural classrooms is that more and more English as a second language speakers are participating in classrooms in which English is the main language for delivering instruction. Furthermore, with the rapid development of computer hardware and software, instructional system developers are able to employ different graphics display strategies in developing hypermedia instruction. Thus, a research study has been conducted to investigate the relationship of learners' language backgrounds and different computer graphics display strategies. Four versions of hypertext instruction were developed with identical text in each instructional program but with different levels of computer graphics displays in each. Data were collected from 100 graduate students at a large southwest state university. After analyzing the data, a significant result that learners' language backgrounds did make a difference in their academic performance was found. Conclusion and implications for future studies were provided.

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The Effect of Computer-Assisted Instruction on ESL Reading Achievement

Cited by 11 publications

References 0 publications

Redesigning Introductory Spanish: Increased Enrollment, Online Management, Cost Reduction, and Effects on Student Learning

Redesigning Introductory Spanish: Increased Enrollment, Online Management, Cost Reduction, and Effects on Student Learning

The Use of Technology for Second Language Learning and Teaching: A Retrospective

Effects of Learners' Language Backgrounds and Computer Graphics Display Strategies in a Hypermedia Learning Environment

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