The Impact of CALL on Vocabulary Learning, Speaking Skill, and Foreign Language Speaking Anxiety: The Case Study of Indonesian EFL Learners

Abstract

Using computer-assisted language learning (CALL) in English language learning has not received the attention it deserves in Indonesian EFL context; thus, this study tried to inspect the impacts of CALL on Indonesian EFL learners’ vocabulary learning, speaking skill, and speaking anxiety. To reach this end, the Oxford Quick Placement Test (OQPT) was administered to 103 Indonesian EFL students, and 60 of them whose English proficiency levels were intermediate were chosen as the respondents of this investigation. They were divided into two groups: an experimental group and a control group. Then, a vocabulary test, a speaking test, and a Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire were administered to the groups as the pretests of the study. After that, the conversations and the vocabulary items of six lessons of Family and Friends Book 6 were taught to the experimental group by an online instruction (Skype application). On the other side, the same conversations and vocabulary items were taught to the control participants by a conventional instruction (face-to-face class). After teaching the conversations and vocabulary items, the posttests of vocabulary, speaking skill, and anxiety were administered to the groups to determine the influences of the intervention on their vocabulary, speaking, and anxiety. The collected data were analyzed by utilizing independent samples and paired samples t-tests, and the gained outcomes indicated that the experimental participants outflanked the control participants both in the speaking and vocabulary posttests. Moreover, the outcomes of the questionnaire demonstrated that the experimental participants had less amount of speaking anxiety compared to the control participants after receiving the treatment. Finally, the implications and the conclusions of the results were explained at the end of the research.

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions

“…The enormous development of new information technologies and communication has made drastic changes in the educational systems over recent decades (Bashori et al, 2020;Rahimi et al, 2021). Applying CALL has increased vastly and impacted substantially educational improvements (Hanafiah et al, 2022). CALL is one of the promising methods that have a strong effect on boosting EFL learners' competence (Tafazoli et al, 2020).…”

“…They found that the experimental groups significantly outflanked the control group at the end of the interventions. Finally, Hanafiah et al (2022) inspected the effects of CALL on Indonesian EFL learners' vocabulary learning, speaking skill, and speaking anxiety. Their results indicated that CALL positively affected the participants' vocabulary learning, speaking skill, and speaking anxiety.…”

EFL E-Assessment in Higher Education: A Review

“…Several studies revealed a positive relationship between examination results and various evaluation modalities [75% (Olga and Victor, 2021);58.65% (AlTameemy et al, 2020); 30.5% (Hidalgo-Camacho et al, 2021); no percentage (Chen et al, 2021;Hanafiah et al, 2022)]. This assertion was supported by the reviews of (Rofiah and Waluyo, 2020;Nguyen, 2021).…”

“…Male students have a more favorable approach to e-assessment than female students due to differences in technological implementation ability (AlTameemy et al, 2020), and more proficient learners were more inclined to accept online testing (Rofiah and Waluyo, 2020). Nevertheless, students expressed definite concern about online learning that would hinder their progress and test results (Olga and Victor, 2021;Hanafiah et al, 2022;Poonpon et al, 2021). As Hidalgo-Camacho et al (2021) cautioned, the lack of equipment, unstable internet connection, or other possible technical challenges can negatively affect their emotional state.…”

Impact of Mindfulness Training on EFL Learners’ Willingness to Speak, Speaking Anxiety Levels and Mindfulness Awareness Levels

“…Even though using the foreign language orally is a requirement for students, they always complain about not being able to speak fluently as most of them are unwilling to speak even in language classes. Many studies have tried to uncover the factors that may facilitate oral communication in a foreign language and reduce speaking anxiety (Hanafiah, et al 2022;Sadighi & Dastpak, 2017;Chou, 2018;Pribyl, Keaten, and Sakamoto, 2001;Tsi-plakides and Keramida, 2009). This research aims at reducing speaking anxiety and encouraging willingness to communicate in ESL speaking classes with the help of mindfulness training.…”