Use of Computer Assisted Instruction to Improve
      Students’ Reading Skill in English Language

Habib, Mohammed Abba; Mustapha, Muhammad Ali; Ali, Hajjakaltum

doi:10.26634/jelt.9.1.15294

Cited by 5 publications

(10 citation statements)

References 3 publications

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“…The result of the study affirms that writing proficiency and reading strategies have a relation with their metamemory and metacognition. Habib (18) affirmed that CALL has a significant role in improving learners' reading skills through ICT and CALL-based language activities.…”

Section: Literature Reviewmentioning

confidence: 99%

A Study on the Use of Computer Assisted Language Learning Reading Activities to Develop Learners’ Metamemory

Monika¹,

Devi²

2022

ECS Trans.

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Meta-memory plays an important role in the late adolescent period. Based on the results, the study aims to develop an android application to develop metamemory and reading skills through cognitive language therapy among first-year late adolescent learners with the psychosomatic condition. Cognitive language therapy was employed as psychotherapy and it will develop users’ memory, reading skills, language learning engagement, which will lead to overall academic achievement. The study investigates the significant difference in the participant’s reading skills due to the English language-based cognitive therapy and participant’s metamemory after the intervention of the English language activities in the application. Data collection tools like questionnaires, interviews, and feedback were used to collect data from the learners. The participant’s memory and psychological condition were analyzed through the questionnaire. Cognitive language activities were employed to develop metamemory and reading skills. The result shows that English language-based cognitive therapy activities in the application have improved the reading skill, among late adolescents’ learners with the psychosomatic condition.

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Section: Literature Reviewmentioning

confidence: 99%

A Study on the Use of Computer Assisted Language Learning Reading Activities to Develop Learners’ Metamemory

Monika¹,

Devi²

2022

ECS Trans.

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“…Computer-assisted instruction (CAI) is the use of computer technology to assist instruction to provide individualised learning, multiple presentations, customisation, engagement and immediate feedback (Abba et al, 2019;Hu et al, 2019;. Generally, researchers concur that CAI provides multimedia use for a concept, adapts to learners' preferences, enhances motivation and provides feedback (Abba et al, 2019;Hu et al, 2019;Hudson et al, 2020;. This is because learners with intellectual and developmental disabilities (IDD) exhibit challenging behaviours and low academic engagement (LeJeune and Lemons, 2021).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

Liana,

Mrutu,

Mselle

2024

JET

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PurposeComputer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.Design/methodology/approachThis study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.Findings11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.Originality/valueThe study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

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“…Several studies in the literature investigated the current skills of pre-service teachers in computer-assisted education and their competence in maintaining cyber security (Al Shamsi, 2019;Musmar, 2018;Teotia, 2019;Yazlık, 2019;Yerby & Floyd, 2018). These studies investigated the impact of computer-assisted education on academic achievements in various courses such as English, mathematics, and biology, and its contribution to the development of various literacy skills (Habib, Mustapha, & Ali, 2019;Kutluca, 2019;Musmar, 2018;Teotia, 2019). It was reported in these studies that computer-assisted education had positive effects, it improved students' academic achievements in mathematics and biology and their reading skills in English.…”

Section: Introductionmentioning

confidence: 99%

Cyber Security Skills of Pre-Service Teachers as a Factor in Computer-Assisted Education

Haseski

2020

IJRES

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The present study aimed to determine the effect of individual cyber security skills of pre-service teachers on their attitudes towards computer-assisted education. Thus, the present research was designed as a correlational study. The study participants included 241 senior pre-service teachers in different departments at Manisa Celal Bayar University, Faculty of Education during the 2019-2020 academic year the fall semester. The data were collected with the "Personal Cyber Security Provision Scale" and "The Attitude Toward Computer-Assisted Education Scale." Based on the study findings, pre-service teachers should improve their competency in cyber security. Furthermore, pre-service teachers who owned a personal computer had higher scores in maintaining personal cyber security and had better attitudes towards computer-assisted education. Besides, it was observed that there were differences between personal cyber security scores of pre-service teachers and their attitudes towards computer-assisted education based on their departments. Furthermore, it was identified that the personal cyber security achievement score was a significant predictor of the attitude towards computer-assisted education. In the final section of the study, various recommendations are presented for future studies and applications on the subject.

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Use of Computer Assisted Instruction to Improve Students’ Reading Skill in English Language

Cited by 5 publications

References 3 publications

A Study on the Use of Computer Assisted Language Learning Reading Activities to Develop Learners’ Metamemory

A Study on the Use of Computer Assisted Language Learning Reading Activities to Develop Learners’ Metamemory

Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis

Cyber Security Skills of Pre-Service Teachers as a Factor in Computer-Assisted Education

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