The Impact of Computer–Assisted Language Learning (CALL) /Web-Based Instruction on Improving EFL Learners’ Pronunciation Ability

Fereshteh, Rahnavard; Davood, Mashhadi Heidar

doi:10.18869/acadpub.ijree.2.1.49

Cited by 12 publications

(11 citation statements)

References 29 publications

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“…2 Rashtchi and Hajihassani (2010) showed the usefulness of using weblogs in teaching reading. Many studies have verified the efficacy of CALL in learning pronunciation (Rahnavard & Mashhadi Heidar, 2017), reading (Marzban, 2011); speaking (James, 1996;Rashtchi & Khoshnevisan, 2009), vocabulary (Rashtchi & Aghili, 2014), motivation (Genc & Adyin, 2010), and autonomy (Zarei & Hashemipour, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Iranian EFL Learners’ Listening Skills via TED Talks: Does Medium Make a Difference?

Rashtchi¹,

Mazraehno²

2019

JLE

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This quasi-experimental study examined whether TED (Technology, Entertainment, Design) talks could improve the listening skills of Iranian EFL learners. The study also explored whether the different media of instruction could have differing impacts on the students’ learning. Sixty intermediate level male learners aged between 18 and 20 in three intact classes (n1=n2=n3=20) were the participants selected through convenience sampling. The groups were randomly assigned to two experimental groups and one control group after ensuring that they were at the same level of language proficiency. One of the experimental groups watched TED talks via mobile devices, another group watched them through laptops, and the control group practiced listening through DVDs and CDs of the course textbook (American File 2) for ten sessions. It is worth mentioning that the mobile group watched the videos outside of the class, whereas the laptop and control groups practiced listening in the class. Every session, the participants answered some comprehension questions to enable the researchers to measure their development. The repeated measures ANOVA showed the improvement of the listening skills of all participants in the three groups during the treatment. The results of the one-way ANOVA and post hoc comparison revealed statistically significant differences between the mobile group watching the TED talks and the control group, but no differences were found between the mobile group and the laptop group or between the control and the laptop groups. The researchers inferred that the observed difference was due to using TED talks via mobile devices in the study. They could also conclude that TED talks are useful sources of practicing listening skills. The study shows the efficacy of self-directed learning via mobile devices and has implications for teachers and practitioners who are seeking ways to extend language learning beyond the confinements of the classroom.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring Iranian EFL Learners’ Listening Skills via TED Talks: Does Medium Make a Difference?

Rashtchi¹,

Mazraehno²

2019

JLE

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“…Similarly, Gambari et al . () and Rahnavard and Heidar () investigated the effect of CAPT on improving English as foreign language (FL) learners’ pronunciation. The results of these studies also revealed the positive impact of CAPT on FL pronunciation.…”

Section: Introductionmentioning

confidence: 99%

“…The findings showed statistically significant differences in favour of the experimental group who used CAPT. Similarly, Gambari et al (2014) and Rahnavard and Heidar (2017) investigated the effect of CAPT on improving English as foreign language (FL) learners' pronunciation. The results of these studies also revealed the positive impact of CAPT on FL pronunciation.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of computer‐assisted pronunciation training: A meta‐analysis

Mahdi

Khateeb

2019

Review of Education

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Computers are used in almost all aspects of language learning and have also created numerous opportunities in this area. This study aims to examine the overall effectiveness of using a computer in pronunciation learning and training. A meta‐analysis of studies was conducted, which compared the outcomes of students learning the pronunciation of a foreign language (FL) using a computer with the results from those learning pronunciation based on traditional methods of teaching. This meta‐analysis examined how effect sizes varied depending on the learners’ age, learners’ target language proficiency, features of pronunciation, educational level, settings, treatment duration, and assessment tasks. This meta‐analysis examined the effect of using a computer on pronunciation learning by reviewing 20 studies involving 1014 participants. The findings of the meta‐analysis suggest that computer‐assisted training has a positive effect on FL pronunciation (d = 0.68), and is equally effective for both young and adult learners, but more effective for beginner and intermediate learners than advanced learners. The studies also suggest that computer‐assisted pronunciation training (CAPT) is more beneficial for university students than for school students. However, caution has to be exercised in interpreting the results. The small number of studies, all of very low quality (most with fewer than 100 participants, conducted within the same institution using intervention‐related assessments) means that the evidence of effectiveness can only be indicative and not conclusive. More robust, large‐scale studies involving several institutions and using objective standardised tests would be needed for more conclusive results.

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“…The role of motivation in reading comprehension is illustrated in a number of studies that are in line with the present study such as Lin, Wong andChang, 2011, andRehman et al (2014) as these studies proved the role of motivation in learning English language and improving reading comprehension. Referring to the use of CALL, Rahnavard and Mashhadi Heidar, (2017) study investigated the effect of CALL/Web-based and conventional instructions on improving EFL learners' autonomy and motivation.…”

Section: Post Administration Of Motivation For Reading Scalementioning

confidence: 99%

A Proposed Metacognition-Based CALL Program to Improve EFL Students’ Reading Comprehension Skills and Motivation

Ali

Qoura

Gohar

et al. 2019

Journal of Research in Curriculum Instruction and Educational T

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he purpose of the current study was to improve EFL secondary school students' reading comprehension skills and motivation using a proposed metacognition-based CALL program. The study was implemented on 15 EFL secondary school students. A pre-post reading comprehension skills test was designed and used as an instrument in this study to assess students' reading comprehension skills before and after the experimental treatment. In addition, a motivation for reading scale was also used as an instrument to assess students' motivation to read. The study concluded that the study group outperformed the control group in both the reading comprehension skills test and the motivation for reading scale. Therefore, the proposed metacognition-based CALL program proved to be effective to improve EFL secondary school students' reading comprehension skills and motivation. This was deduced through the effect size of the treatment on students' reading comprehension skills and motivation. As a result, the need for more researches to improve reading comprehension skills and motivation using some proposed metacognition-based CALL programs is required.

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The Impact of Computer–Assisted Language Learning (CALL) /Web-Based Instruction on Improving EFL Learners’ Pronunciation Ability

Cited by 12 publications

References 29 publications

Exploring Iranian EFL Learners’ Listening Skills via TED Talks: Does Medium Make a Difference?

Exploring Iranian EFL Learners’ Listening Skills via TED Talks: Does Medium Make a Difference?

The effectiveness of computer‐assisted pronunciation training: A meta‐analysis

A Proposed Metacognition-Based CALL Program to Improve EFL Students’ Reading Comprehension Skills and Motivation

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