The Influence of Computer Assisted Language Learning (Call) to Improve English Speaking Skills

Ratnaningsih, Dyah; Nofandii, Faris; Purba, Damoyanto; Wiratno, Daviq

doi:10.33448/rsd-v8i10.1413

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…It also entails that the students had become more confident in imitating model speakers in the courseware resulting in remarkable recognition This result conforms to the study of Ratnaningsih et al (2019) that showed a significant difference in the use of CALL media in lecture method and discussion on English speaking skill of students. This result also substantiates Mayaratri (2009) and Nachoua (2012) as cited by Ratnaningsih et al (2019), who affirmed that CALL-based learning has several advantages, such as; 1) giving a sense of fun in learning, 2) providing students the chance to be responsible in mastering the materials by doing the tasks, 3) giving students' active role in every activity during the learning process, and 4) giving students imaginative things that could be presented through computer simulations. Such circumstances can facilitate and simplify the students' minds in understanding English.…”

Section: Students' Speech Recognition Scoresupporting

confidence: 85%

Computer Assisted Language Learning and Speaking Proficiency of Second Language Learners

Tulud

Suñas²

2021

APJSBS

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This study determined the speaking proficiency of L2 learners undergoing acomputer assisted language learning program in Southern Christian College inschool year 2015-2016. It specifically aimed to find the weighted study score andspeech recognition score of the students in the Job Enabling English Proficiency(JEEP) or DynEd class to identify their speaking proficiency and to determinewhether their scores in JEEP Start are significantly related to their speakingproficiency. Fifty students were identified to participate through the lottery method.Their scores in the JEEP Start were summarized through descriptive statisticaltools like percentage, frequency count, and mean; and their speaking proficiencywas classified and encoded in a spreadsheet. The relationship between their scoresand speaking proficiency was determined through regression analysis. Resultsrevealed that the majority of the students had excellent WSS, and more than halfof them had high speech recognition performance and were competent speakersof English. Further, the study found that speech recognition was a significantpredictor of the students’ speaking proficiency. Based on the results, the researcherconcluded that CALL is an excellent approach for L2 learners to enhance theirspeaking proficiency.

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Section: Students' Speech Recognition Scoresupporting

confidence: 85%

Computer Assisted Language Learning and Speaking Proficiency of Second Language Learners

Tulud

Suñas²

2021

APJSBS

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“…Its users, both instructors and learners, are getting accustomed to using them to make their instructions as worldwide as possible (Ling and Donner, 2009;Xu and Peng, 2017;Li and Lan, 2022). Further, the advent and expansion of the net have made distance and open learning an opportunity for all people to receive instruction from all parts of the globe (Ratnaningsih et al, 2019). After a while, the attractiveness of distance and open instruction has supported the benefits of mobile devices to be considered as beneficial tools to realize educational purposes (Yang, 2013;Puebla et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2022

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In the literature, a mass of studies have inspected the effects of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) on Iranian English as a Foreign Language (EFL) learners’ achievement. However, the effects of CALL and MALL on psychological factors, such as motivation, anxiety, and self-efficacy, have largely remained unexplored. Thus, this study explored the effects of CALL and MALL, and face-to-face (FTF) learning environments on Iranian EFL learners’ motivation, anxiety, and self-efficacy. To this aim, using a random sampling method, a total of 137 male EFL intermediate learners were selected and homogenized using the Oxford Quick Placement Test (OQPT). Based on the test scores, a total of 90 EFL learners were selected and randomly assigned to three groups, namely, CALL (n = 30), MALL (n = 30), and FTF (n = 30). Then, the participants’ motivation, anxiety, and self-efficacy were gauged prior to the instructions. Afterward, they received CALL-based, MALL-based, and conventional instructions which lasted 25 1-h sessions held twice a week. At the end of the instructions, the participants’ motivation, anxiety, and self-efficacy were measured again. The collected data were analyzed through a one-way MANOVA. Findings evidenced that the experimental groups’ motivation, anxiety, and self-efficacy were positively affected by the CALL-based and MALL-based instructions. However, there was not a statistically significant difference between the CALL group and MALL group concerning the gains of motivation, anxiety, and self-efficacy. In light of the findings, a range of implications is suggested for relevant stakeholders.

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“…Some studies have been done on the role of technology in education in learners’ language skills and their academic achievements. Ratnaningsih et al (2019) found a significant difference in the CALL use in speaking skills. Marzban (2011) investigated the performance of EFL learners in reading comprehension using CALL and the traditional way.…”

Section: Review Of Literaturementioning

confidence: 87%

The Effect of Educational Technology on EFL Learners’ Self-Efficacy

Zhang

2022

Front. Psychol.

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This paper aimed at investigating the related studies on educational technology and its effect on English as a Foreign Language (EFL) learner self-efficacy. Earlier studies have proved the positive and significant relationship between learner self-efficacy and educational technology use. Investigations have revealed that improving learners’ dynamic mindsets, online interaction, self-assessment, academic knowledge, and positive affectivity can increase learner self-efficacy. Moreover, the provision of the encouraging context can help develop learners’ self-efficacy in technology-supported education. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of learner self-efficacy in technology-supported educational contexts and its role in L2 education.

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The Influence of Computer Assisted Language Learning (Call) to Improve English Speaking Skills

Cited by 8 publications

References 5 publications

Computer Assisted Language Learning and Speaking Proficiency of Second Language Learners

Computer Assisted Language Learning and Speaking Proficiency of Second Language Learners

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

The Effect of Educational Technology on EFL Learners’ Self-Efficacy

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