Transcript Slide 1

A Study of the Effect of Computer – Assisted
Language Learning on Iranian EFL Learners'
Grammar Performance
Roghayeh Sajedi
Semnan University of Medical Sciences, Islamic Republic of IRAN
[email protected]
R.Sajedi (EDULEARN11, 2011, Spain)
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With the development of new technologies, there has been a
tremendous
interest
in applying
these
technologies
in
the
educational area. The field of computer- assisted language learning
(CALL) has a great potential to empower language learners and
teachers. It is beneficial especially when the web- based instruction
is used in language classes. The web provides the learners with
authentic and interesting materials and helps them get access to
multimedia resources.
R.Sajedi (EDULEARN11, 2011, Spain)
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Introduction
In the realm of Teaching English as a Foreign Language (TEFL), the
most recent effort to enhance the process of language learning has
involved computer technology. In this regard, Garrett [5] points out
that the adoption of computer technology in foreign language
education is part of a larger phenomenon known as the "new
humanism" and represents one of the most exciting developments
coming out of the participation of advanced technology in education.
Since the initial introduction of computers in to the field of second/
foreign language education a large number of practitioners have
concurred that this technology holds great potential for language
learning. This belief leads to what is known as Computer – Assisted
Language Learning, more commonly referred to as CALL.
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Today many technologies can be, and are used in CALL, from blogs
to virtual classroom. Most E-Learning situations use combinations of
these techniques. E-Learning is naturally suited to distance learning
and flexible learning but can also be used in conjunction with face to
face teaching, in which case the term Blended learning is commonly
used.
E-Learning services have evolved since computers were first used in
education. There is a trend to move toward blended learning
services, where computer-based activities are integrated with
practical or classroom-based situations. E-Learning lessons are
generally designed to guide students through information or to help
students perform in specific task. Information based e-learning
content communicates information to the student.
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According to Hanson-Smith [7], CALL has branched out in many
ways in communicative pedagogy. The significant interest of CALL is
to compare computer – enhanced classes with "traditional" or
"conventional" classes.
During the past decade, numerous studies have examined different
approaches to teaching grammar [3];[4] &[6]. The use of computers
to teach grammar has not received the same amount of attention as
communicative CALL, but computer- based grammar instruction
offers many potential benefits.
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Web-based Instruction
Web is a collection of a vast number of reference materials
which could be assessed and selected through using common
search engines or directories. Having found the relevant Wed
sites, it is necessary to evaluate information in particular "source
accuracy
(i.e.
authority
objectivity
and
coverage),
appropriateness (for learners' needs), and appeal ( easy to use,
interesting to read)”[12].
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According to Warschauer[16], whatever reasons teachers have for
teaching English via the web, the first important point is to clarify
the goals for using the Internet, e.g. teaching writing, revising
vocabulary and preparing a project. It is extremely vital to
remember, "Little is usually gained by just adding random online
activities into a classroom".
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The second important point is integration of online activities into
the course curriculum rather than adding these on top of the rest of
classroom activities in a disconnected fashion. The third problem
that teachers often encounter is that there are a number of
complexities in introducing the web-based activities. A few to be
mentioned are basic computer illiteracy of EFL students, malfunction
of hardware and software, and slow loading of web sites. Therefore
Warschauer [16], recommends that teachers have to provide
support, i.e. personal help to learners during activities, assigning
students to work in pairs or groups, and crate detailed handouts.
These measures should prevent students from being overwhelmed
by encountered difficulties and discouraged [8].
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The Research Question and hypothesis
To achieve the purpose of the study, the following question is proposed:
"Does Computer- assisted Language Learning have any effect on Iranian
EFL learners' grammar performance?" Then the following null hypothesis
is formulated: “Computer-assisted Language Learning has no effect on
EFL learners' grammar performance.”
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Methodology
Participants
A total of 40 EFL Iranian learners took part in this study. All learners
enrolled for conversation course of English in Safir Institute. This study
was carried out in spring 2010 for 20 sessions (each group had 10
sessions). All subjects were presented with a test of grammar, as the pretest,one week before the onset of the study. There were 1 male and 24
female participants. While their ages ranged from 20 to 24.
All the subjects had passed their grammar course and general English
reading course, so they were expected to have the same background
knowledge on both English grammar and reading.
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Procedures
A grammar test, the validity and reliability of which was proven to be high was
administered as the pre-test. The research design consisted of one experimental
group and one control group. The 40 students were randomly assigned into two sub
groups. The students in control group read 20 texts from the printed pages of actual
book during ten sessions in a conventional classroom. While the experimental group
was asked to look through the web pages to read general articles carefully with a
special focus on sentence structure. The two groups followed the same aim and scope
of the course and they were taught by the same teacher. Both the actual book group
and the computer group participated in 10 sessions. For both groups, these sessions
occurred over a five – week period with 60 minutes allotted for each session
(although this time limit was shorter in the experimental groups. After the treatment
both groups took the same grammar test that they did at the beginning of the
instruction as their post – test. Then the results were compared to see which group
performed better.
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Results
In order to investigate the purpose of this study, the subjects in both
groups took an equal pretest on week before the treatment and then at
the end of the course, the post test was administered.
Table1. Descriptive statistics for both groups' pre-test
Group
SD
N
Experimental
13.14
2.32
20
Control
12.91
2.30
20
As Table1 well indicates that the mean, and the standard deviation of the
experimental and control groups are not different. As the next step, the
pre-test data were submitted to an independent two-tailed t-test to final
whether the two groups had any significant difference prior to the
treatment period (Table2):
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Table2. Independent t-test for both groups on the pre-test
Critical
2- tailed
Observed
Probability
T.Value
0.05
.46
DF
T. Value
2
38
The observed t value was .46 which was less than the critical t value of
2 at the probability level of p0.05. So, there was no significant
difference between the two groups and they are almost at the same level
of grammar knowledge.
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After the treatment, the same grammar test used as the pre-test
was administered as the post-test. The descriptive statistics of the
post-test results of the experimental and the control groups are as
follows (Table3):
Table3. Descriptive statistics for both groups' post-test
Group
SD
N
Experimental
14.82
2.4
20
Control
13.02
2.26
20
Table4. Independent t-test for both groups on the post-test
Critical
2- tailed
Observed
Probability
T.Value
0.05
.46
DF
T. Value
2
38
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Since Table 4 indicates that the t. observed of 4.35 at a probability level
of P<0.05 exceeded critical t of 2 the result of the independent t-test
confirmed the positive relationship between computer – assisted
language learning and EFL learners' grammar performance. Thus it can
be concluded the task of reading articles on the net could help EFL
learners' knowledge of grammar to a considerable extent. Also, the
results could indicate that the web – based instruction is effective for
teaching students certain aspects of foreign language learning such as
vocabulary and reading skills.
The results indicate that Computer Assisted Language Learning can be
an effective method of teaching English grammar.
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Conclusions
The results revealed that the task of reading articles on the net
could help EFL learners' knowledge of grammar to a considerable
extent. They seem to indicate that computer- based grammar
instruction can be more effective than traditional instruction.
Furthermore the findings of this study may show that integration
the technology as an essential component into curricula in the
English educational settings is necessary and useful. It will be
applicable for teaching English in high schools and universities.
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Thank You a Universe
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