Web-based CALL for Arabic

Corda, Alessandra; Stel, Mieke van der

doi:10.1558/cj.v21i3.485-495

Cited by 6 publications

(2 citation statements)

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“…Initially, a Likert scale questionnaire was designed to investigate the attitudes of EFL teachers towards implementing online language teaching in Iran. The questionnaire was constructed and developed based on reviewing previous research on theories, practices and findings related to online instruction in EFL and educational contexts (e.g., Bijeikienė, Rašinskienė, and Zutkienė 2011;Corda and Stel 2004;Hampel and Hauck 2004;Murday, Ushida, and Chenoweth 2008;Sampson 2003;Scida and Saury 2006). The content of the items was examined by a team of three senior professors of Educational Technology and three senior professors of Applied Linguistics.…”

Section: Questionnaire Developmentmentioning

confidence: 99%

English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context

Dashtestani

2014

Research in Learning Technology

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This paper describes a research project that focuses on the intelligibility of pronunciation in English as a foreign language (EFL) learners. English could be called a lingua franca, or a language that makes communication possible between people who do not share a native language. In the globalized world, English need not be pronounced correctly, but can be pronounced with any accent as long as it is intelligible. The fact that Japanese speakers' English generally lacks intelligibility is attributed to the difference between Japanese and English. The aim of this study is to devise explicit instruction on the difference of the two languages in the phonetic system and the relation between letters and sounds. This experiment was executed in two junior high schools, with one as the treatment group and the other as the contrast group. The seventh-grade students in the treatment group were given instruction in the rules of phonics and the international phonetic alphabet (IPA), while the seventh-grade students in the contrast group were given normal instruction on pronunciation. The pronunciation test was administered in both groups before and after the year-long instruction. The recoded data from the test was assessed by a native English speaker with criteria of intelligibility. The results of the pre-and post-test proved that the treatment group exceeded the contrast group with a significant difference. It is anticipated that phonics and IPA instruction at the beginning of EFL learning would lay the foundations for students' development into English speakers who can pass in globalized society.

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Section: Questionnaire Developmentmentioning

confidence: 99%

English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context

Dashtestani

2014

Research in Learning Technology

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“…CALL is thought to have great potential in increasing the amount of L2 input and improving the relatively low L2 achievement by learners of Asian languages (McMeniman, 1997). Although Chinese, Japanese, Hebrew and other nonalphabetic LCTLs have traditionally suffered from a shortage of orthographically well designed CALL programs due to problems in "displaying ideographs or rightto-left writing" (Ariew, 1991, p. 34), the development of Unicode has improved CALL programs' capability of handling foreign fonts (Corda & Van Der Stel, 2004). However, it is still unknown how efficiently CALL can assist learners of non-Western, nonalphabetic languages.…”

Section: Usedmentioning

confidence: 99%

CALL Vocabulary Learning in Japanese

Okuyama¹

2013

CALICO

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This study investigated the effects of using Romanized spellings on beginner-level Japanese vocabulary learning. Sixty-one first-semester students at two universities in Arizona were both taught and tested on 40 Japanese content words in a computer-assisted language learning (CALL) program. The primary goal of the study was to examine whether the use of Romaji--Roman alphabetic spellings of Japanese--facilitates Japanese beginners' learning of the L2 vocabulary. The study also investigated whether certain CALL strategies positively correlate with a greater gain in L2 vocabulary. Vocabulary items were presented to students in both experimental and control groups. The items included Hiragana spellings, colored illustrations for meaning, and audio recordings for pronunciation. Only the experimental group was given the extra assistance of Romaji. The scores of the vocabulary pretests and posttests, the types of online learning strategies and questionnaire responses were collected for statistical analyses. The results of the project indicated that the use of Romaji did not facilitate the beginners' L2 vocabulary intake. However, the more intensive use of audio recordings was found to be strongly related to a higher number of words recalled, regardless of the presence or absence of Romaji.

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Learners' and teachers' perspectives on language online

Murday

Ushida

Chenoweth

2008

Computer Assisted Language Learning

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This article examines the student and instructor satisfaction with the Language Online courses at Carnegie Mellon University from 2000-2002. These courses were designed with a hybrid format, including reduced face-to-face contact and online delivery of course materials. Quantitative and qualitative data were collected from students and instructors using surveys, interviews, and focus groups. Quantitative data from students indicates a trend of increasing satisfaction with the online courses compared with offline (traditional) courses. Qualitative data were analyzed using QSR NVivo software. Student themes centered on reactions to the reduced schedule of classes and the technology used in course delivery. For instructors, recurring themes included the need for training, control of course materials, and connections with students. The results provide valuable insight for a course format increasingly utilized in university-level language learning.

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Web-based CALL for Arabic

Cited by 6 publications

References 1 publication

English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context

English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context

CALL Vocabulary Learning in Japanese

Learners' and teachers' perspectives on language online

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