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Wyświetlanie 1-10 z 25
Tytuł:
OVERVIEW OF COMPUTER ASSISTED LANGUAGE LEARNING RESEARCH WITH SECOND LANGUAGE ACQUISITION PERSPECTIVES
Autorzy:
Jung, Hee-Jung
Powiązania:
https://bibliotekanauki.pl/articles/569730.pdf
Data publikacji:
2003
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Źródło:
Teaching English with Technology; 2003, 3, 3; 3-15
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ATTITUDE TOWARDS COMPUTER-ASSISTED LANGUAGE LEARNING: DO GENDER, AGE AND EDUCATIONAL LEVEL MATTER?
Autorzy:
Tafazoli, Dara
Gómez Parra, M.ª Elena
Huertas Abril, Cristina A.
Powiązania:
https://bibliotekanauki.pl/articles/569104.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Computer-Assisted Language Learning (CALL)
cross-cultural study
attitudes
gender
age
educational level
Opis:
The purpose of the present cross-cultural study was to explore the relationships of second and foreign language teachers’ and students’ attitudes towards Computer-Assisted Language Learning (CALL) in terms of their gender, age group, and educational level in two countries, Spain and Iran. The study was based on a sample of 318 language teachers and 307 language students in Iran and Spain. Data collection was carried out through two online questionnaires (108 items) for both teachers and students. To make a sound decision, the researchers decided to utilize the Delphi methodology, which was originally established in order to diagnose the beneficiary of technologies. In the data analysis phase, descriptive, t test and one-way ANOVA analyses were performed to find the answers of the research questions. The findings of the study revealed that there is no difference between the attitudes of Iranian and Spanish towards CALL in terms of gender, age and educational matter. Finally, pedagogical implications and recommendations for further research are presented.
Źródło:
Teaching English with Technology; 2019, 19, 3; 22-39
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CALLing All Foreign Language Teachers: Computer-Assisted Language Learning in the Classroom (Book review)
Autorzy:
KILIÇKAYA, Ferit
Powiązania:
https://bibliotekanauki.pl/articles/955809.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Źródło:
Teaching English with Technology; 2010, 10, 1; 51-55
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECT OF COMPUTER ASSISTED LANGUAGE LEARNING ON TURKISH LEARNERS’ ACHIEVEMENT ON THE TOEFL EXAM
Autorzy:
KILIÇKAYA, Ferit
Powiązania:
https://bibliotekanauki.pl/articles/941201.pdf
Data publikacji:
2007
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Opis:
This study aimed to explore the effect of computer assisted language learning (CALL) on the undergraduate students’ achievement on the TOEFL exam. The study was designed as quasiexperimental research. The participants in the study were 34 sophomore students in the Department of Foreign Language Education in Middle East Technical University. The experimental group was taught using computer-assisted instruction in a language laboratory whilst the other class was taught using a traditional method of instruction in a traditional classroom setting. The training lasted for 8 weeks and the same instructor met the groups three hours each week. During the first week a pre-test was given to both groups. Then, a post-test was given at the end of the study. The experimental group participants were also interviewed in regard to CALL. The results showed that there was no statistically significant difference between the control and experimental group in overall scores and in the structure section. However, statistically significant differences were found in the reading and listening sections. The interviews showed that the participants in the experimental group valued CALL. It was suggested by the participants that computer-assisted language learning should be incorporated into the regular classes, rather than scheduling them separately.
Źródło:
Teaching English with Technology; 2007, 7, 1
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ATTITUDES OF STUDENTS AT SAUDI ARABIA’S INDUSTRIAL COLLEGES TOWARD COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)
Autorzy:
Arishi, Sultan A. M.
Powiązania:
https://bibliotekanauki.pl/articles/941297.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL
student attitudes
Saudi Arabia
Opis:
This paper identified attitudes toward CALL of students studying English as a foreign language (EFL) at industrial colleges in Saudi Arabia. Seventy students who were enrolled in the orientation year of an English program were chosen to participate in this study by expressing their attitudes toward CALL. Standardized and local instruments were used along with interviews and observation techniques to collect data. The results of the study revealed that students had positive attitudes toward CALL. Looking at the daily hours students spend using a computer, a slight correlation was found between this variable and the students’ attitudes toward CALL. Other variables, such as students’ background knowledge of English, ownership of a computer, and their computer knowledge, were found to be irrelevant to their attitudes toward CALL. These results were in line with previous research conducted by Al-Shammari (2007), Alrumaih (2004), and Almekhlafi (2006). The results reinforced conclusions about CALL revealed by researchers, such as Chen (2003), Chikamatsu (2003), Egbert (2005) and Levy (2005), who found that it helps students learn better and more independently, and gives them the ability to have more control of their learning and to have more opportunities to practice English.
Źródło:
Teaching English with Technology; 2012, 12, 1; 38-52
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL TEACHERS’ KNOWLEDGE OF THE USE AND DEVELOPMENT OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) MATERIALS
Autorzy:
Dashtestani, Reza
Powiązania:
https://bibliotekanauki.pl/articles/941162.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL materials
EFL teachers
attitudes
challenges
teacher education
Opis:
Even though there are a plethora of CALL materials available to EFL teachers nowadays, very limited attention has been directed toward the issue that most EFL teachers are merely the consumers of CALL materials. The main challenge is to equip EFL teachers with the required CALL materials development skills to enable them to be contributors to CALL materials development (Motteram, 2011). Accordingly, this research was carried out to unravel the current challenges and difficulties in enabling EFL teachers to acquire CALL materials development and implementation skills. Three groups of EFL stakeholders, i.e. EFL teachers (n=208) who taught English at universities, schools, and language teaching institutions, teacher educators (n=15) who were university instructors and educated MA and PhD students of TEFL, and teacher trainers (n=32) who mainly prepared EFL teachers for teaching at private language teaching institutions, were identified and participated in this study. The findings of in-depth interviews and questionnaires confirmed that the three groups of participants had positive attitudes toward the use of CALL materials and development of CALL materials by EFL teachers while teacher educators had slightly more positive attitudes. It was further illustrated that the EFL teachers did not have the required basic skills to develop or use CALL materials. In addition, there are some impediments to the development of CALL materials by EFL teachers. Moreover, the findings of observations and interviews indicated that CALL materials development is not a part of teacher education/training programs in Iran and the EFL teachers do not use CALL materials in their EFL courses. Finally, the participants proposed some strategies based on which EFL teachers would be able to obtain the necessary skills to develop and use CALL materials.
Źródło:
Teaching English with Technology; 2014, 14, 2; 3-26
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A CROSS-CULTURAL STUDY ON THE ATTITUDES OF ENGLISH LANGUAGE STUDENTS TOWARDS COMPUTER-ASSISTED LANGUAGE LEARNING
Autorzy:
Tafazoli, Dara
Gómez Parra, Mª Elena
Huertas Abril, Cristina A.
Powiązania:
https://bibliotekanauki.pl/articles/955819.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL
cross-cultural attitudes
Opis:
The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students’ attitudes towards Computer-Assisted Language Learning (CALL). Furthermore, the relations of gender, education level, and age to their attitude are investigated. A convergent mixed methods design was used for analyzing both quantitative and qualitative data. In the data collection procedure, an online 44-item web-based questionnaire was applied in order to collect data from 415 students. In the data analysis phase, both descriptive and non-parametric analyses were performed. The findings of the study revealed that there is no difference between the attitudes of Iranian and non-Iranian towards CALL. Finally, pedagogical implications and recommendations for further research are presented.
Źródło:
Teaching English with Technology; 2018, 18, 2; 34-68
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WorldCALL: International Perspectives on Computer-Assisted Language Learning by Mike Levy, Françoise Blin, Claire Bradin Siskin, & Osamu Takeuchi (Eds.)
Autorzy:
KILIÇKAYA, Ferit
Powiązania:
https://bibliotekanauki.pl/articles/941051.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
book review
Opis:
book review
Źródło:
Teaching English with Technology; 2011, 11, 3; 70-75
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE PATH TO ENGLISH LITERACY: ANALYZING ELEMENTARY SIGHT WORD PROCUREMENT USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN CONTRAST TO TRADITIONAL METHODOLOGIES
Autorzy:
Madill, Michael T. R.
Powiązania:
https://bibliotekanauki.pl/articles/940846.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Literacy development
language learning
technology
motivation
CALL
Opis:
Didactical approaches related to teaching English as a Foreign Language (EFL) have developed into a complex array of instructional methodologies, each having potential benefits attributed to elementary reading development. One such effective practice is Computer Assisted Language Learning (CALL), which uses various forms of technology such as laptops, desktops, headphones, and various software to teach a language. Another operative, more conventional, method involves traditional-based language instruction utilizing teacher-driven edification and paper-based materials without the use of technology. Given these two instructional variations, this study will examine the quantitative and qualitative effectiveness of teaching Dolch Sight Words (DSW) in South Korean grade six EFL classrooms (n=205, mean age=13) by means of evaluating CALL devices in contrast to more traditional teacher-based approaches. The main research question was to establish how these two methodologies influence DSW comprehension, motivation, and acquisition with a focus on whether CALL is more effectual than traditional practices. The results revealed that both methods were effective in increasing DSW acquisition rates with the CALL method having a stronger association related to increasing student motivation. The culminating goal of this study was to identify the most beneficial method thus improving teaching practices and consequential student comprehension of the DSW.
Źródło:
Teaching English with Technology; 2014, 14, 3; 30-57
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
QUIZLET IN THE EFL CLASSROOM: ENHANCING ACADEMIC VOCABULARY ACQUISITION OF JAPANESE UNIVERSITY STUDENTS
Autorzy:
Dizon, Gilbert
Powiązania:
https://bibliotekanauki.pl/articles/955471.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Computer-Assisted Language Learning
mobile-assisted language learning
vocabulary
Opis:
This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.
Źródło:
Teaching English with Technology; 2016, 16, 2; 40-56
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 25

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