Writing Performance, Practices and Locus of Control of the Five Linguistic Groups in Canada

Bouchamma, Yamina; Ruel, Catherine; Basque, Marc

doi:10.4236/ce.2012.38202

Cited by 2 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some researchers believe that benefiting from robots in some educational issues, notably those related to children's handwriting is more important than investigating the robots' abilities themselves (Popular science & technology writing) (Palsbo & Hood-Szivek, 2012;Perrault, 2012 ). Inspired by such modern views, some psychoneurolinguists suggested more implementation of these audio-visual aids and CALI in serious tasks like writing performances, practices, blogs, web-based essay critiquing system feedback and teacher follow-up feedback, and other online resources (Bouchamma, et al, 2012;Vurdien, 2013;Lee, et al, 2013;Grohe, et al, 2013). A number of variables are likely to have contributed to differences in the method of recording audio responses to students' writing.…”

Section: Introductionmentioning

confidence: 99%

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Writing in Students of Special Needs

Yaari¹

2013

JSEL

View full text Add to dashboard Cite

Objectives: To investigate the effects of using audio-visual aids and computer-assisted/ aided language instructions (CALI) in the performance of the students of special needs while studying writing skill, an experimental study was undertaken for this purpose.Methods: Forty students of special needs (Age= 8-18) of both sexes were pre-and-post tested at al-Malādh school for students of special needs. The performance of this group of students was compared to that of another group (control group) of the same number. Both groups were taught writing course by the same speech language therapists (SLT). The only exception was that with the first group, audio-visual aids and CALI were used, while these educative aids were not used with the second group. Both qualitative and quantitative analyses were conducted.Results: There were significant differences in the results of the two groups in the two tests. However, the, the rate of the performance of group 1 (experimental group) was significantly higher after the posttest conducting to test their performance in writing course (at the end of semester) (74.05%) than that of group 2 (control group) (32.5%). Males registered higher scores than females (1483 vs. 1479). These results suggest that using audio-visual aids and CALI when teaching productive skills, notably writing skill to students of special needs is very important as these educational aids improve the level of this class of students.

show abstract

Section: Introductionmentioning

confidence: 99%

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Writing in Students of Special Needs

Yaari¹

2013

JSEL

View full text Add to dashboard Cite

show abstract

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Listening in Students of Special Needs

Yaari¹

2013

JSEL

View full text Add to dashboard Cite

Background & aims: Audio-visual aids and computer-aided language instruction (CALI) have been documented to improve receptive skills, namely listening skill in normal students. The increased listening has been attributed to the understanding of other interlocutors' speech, but recent experiments have suggested that audio-visual aids and CALI should be tested against the listening of students of special needs to see the effects of the former in the latter. This investigation described the effect of audio-visual aids and CALI in the performance of these students.Methods: Pre-and-posttests were administered to 40 students of special needs of both sexes at al-Malādh school for students of special needs aged between 8 and 18 years old. A comparison was held between this group of students and another similar group (control group). Whereas the former group underwent a listening course using audio-visual aids and CALI, the latter studied the same course with the same speech language therapist (SLT) with the classical method. Outcomes of the two tests for the two groups were qualitatively and quantitatively analyzed.Results: Significant improvement in the performance was found in the first group (treatment group) (posttest= 72.45% vs. pre-test= 25.55%) in comparison to the second (control) (posttest= 25.55% vs. pre-test= 23.72%). In comparison to the males' scores, the scores of females are higher (1487 scores vs. 1411 scores). Suggested results support the necessity of the use of audio-visual aids and CALI in teaching listening at the schools of students of special needs.Journal for the Study of English Linguistics

show abstract

Writing Performance, Practices and Locus of Control of the Five Linguistic Groups in Canada

Cited by 2 publications

References 13 publications

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Writing in Students of Special Needs

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Writing in Students of Special Needs

Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Listening in Students of Special Needs

Contact Info

Product

Resources

About