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Journal articles on the topic 'Language and languags – Computer-assisted instruction'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

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2

Lockee, Barbara B., and David M. Moore. "Hypermedia and the Facilitation of Native American Language Learning: Preserving a Heritage through the Use of Technology." Journal of Educational Technology Systems 26, no. 2 (1997): 169–79. http://dx.doi.org/10.2190/ypja-5xxu-buja-8hmc.

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The problem of Native American language loss can be addressed through the use of computer-assisted technology to teach indigenous languages to Native American learners. Hypermedia technology may provide a mechanism for the development of curriculum materials which reflect appropriate instructional techniques. Whole language methods advocated in second language instruction incorporate observational learning strategies—strategies which are inherent in many Native American homes, but often ignored in school. Hypermedia holds promise as an effective development tool for the creation of Native American language instruction.

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3

Imlah, W. G., and J. B. H. du Boulay. "Robust natural language parsing in computer-assisted language instruction." System 13, no. 2 (1985): 137–47. http://dx.doi.org/10.1016/0346-251x(85)90017-x.

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4

Stoehr, Louise, and Ruth H. Sanders. "Thirty Years of Computer Assisted Language Instruction." Die Unterrichtspraxis / Teaching German 30, no. 2 (1997): 236. http://dx.doi.org/10.2307/3531550.

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5

Paramskas, D. M. "Artificial Intelligence in Computer-Assisted Language Instruction." Canadian Modern Language Review 42, no. 3 (1986): 619–28. http://dx.doi.org/10.3138/cmlr.42.3.619.

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6

Bailin, Alan, and Philip Thomson. "The use of natural language processing in computer-assisted language instruction." Computers and the Humanities 22, no. 2 (1988): 99–110. http://dx.doi.org/10.1007/bf00057649.

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7

Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.

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Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.

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Cassidy, Jacquelyn A. "Computer-Assisted Language Arts Instruction for the ESL Learner." English Journal 85, no. 8 (1996): 55. http://dx.doi.org/10.2307/820043.

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9

Leidy, Judy, Ann Burke, Anne Merkel, and Marlin Howard. "Using Computer Assisted Instruction in an ESL Language Program." IALLT Journal of Language Learning Technologies 15, no. 1 (2019): 13–24. http://dx.doi.org/10.17161/iallt.v15i1.9074.

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10

Farghaly, Ali. "A model for intelligent computer assisted language instruction (MICALI)." Computers and the Humanities 23, no. 3 (1989): 235–50. http://dx.doi.org/10.1007/bf00056146.

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Chiu, Yi-Hui. "Computer-assisted second language vocabulary instruction: A meta-analysis." British Journal of Educational Technology 44, no. 2 (2013): E52—E56. http://dx.doi.org/10.1111/j.1467-8535.2012.01342.x.

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12

Morgan, Leslie Zarker. "Computer-Assisted Instruction-How, When and Why." Foreign Language Annals 19, no. 6 (1986): 515–19. http://dx.doi.org/10.1111/j.1944-9720.1986.tb01042.x.

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13

Arslanyilmaz, A. "Computer-assisted foreign language instruction: task based vs. form focused." Journal of Computer Assisted Learning 29, no. 4 (2013): 303–18. http://dx.doi.org/10.1111/jcal.12003.

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Hwang, Yan Ling, Pei Wen Huang, and Li Ping Hsu. "Impacts of Langauge Learning Based on Computer-Assisted Language Learning Instruction." Applied Mechanics and Materials 479-480 (December 2013): 928–33. http://dx.doi.org/10.4028/www.scientific.net/amm.479-480.928.

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In order to enhance students' learning motivation, scholars have been investigating the best teaching instruction methods for learning English. The efficacy of multimedia has drawn great attention to this issue and is presumed, under the assumption of adding an additional channel of media to transmit a message, to dramatically enhance communication and comprehension.1Multimedia technology (such as TV, computers, networks, Youtube, E-mail, and interactive multimedia) aids the teaching technique of integrating real-life target language situations into the language classroom. In this particular setting, learners gradually develop their language skills by being exposed to genuine target language environments. Hartman indicated that the multiple-channel theory, involving at least two of the channels under consideration here, increases learners' language comprehension.2

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Trudel, Jeanne. "Wyatt, David, ed. Computer-Assisted Language Instruction. Pergamon Press, Oxford, England, 1984Wyatt, David, ed. Computer-Assisted Language Instruction. Pergamon Press, Oxford, England, 1984. Pp. 89." Canadian Modern Language Review 42, no. 5 (1986): 1022–23. http://dx.doi.org/10.3138/cmlr.42.5.1022.

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Blok, H., R. Oostdam, M. E. Otter, and M. Overmaat. "Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review." Review of Educational Research 72, no. 1 (2002): 101–30. http://dx.doi.org/10.3102/00346543072001101.

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How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.

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Basöz, Tutku, and Dilek Tüfekci Can. "The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach." Cypriot Journal of Educational Sciences 11, no. 1 (2016): 02. http://dx.doi.org/10.18844/cjes.v11i1.266.

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Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant difference in preschool children’s vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are studying at Balıkesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), which were the experimental and control groups. Before the experiment, the children were given a pre-test, which measured the number of target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was taught the same target vocabulary via traditional vocabulary instruction. After the experiment, the same test was given to the children as the post-test. The results of the study showed that both instruction types were successful in teaching vocabulary and there was no significant difference between the groups in terms of their vocabulary gain. Keywords: Vocabulary learning; semiotic approach; computer assisted vocabulary instruction; preschool children; foreign language learning

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Bliss, Heather, Jennifer Abel, and Bryan Gick. "Computer-assisted visual articulation feedback in L2 pronunciation instruction." Journal of Second Language Pronunciation 4, no. 1 (2018): 129–53. http://dx.doi.org/10.1075/jslp.00006.bli.

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Abstract Language learning is a multimodal endeavor; to improve their pronunciation in a new language, learners access not only auditory information about speech sounds and patterns, but also visual information about articulatory movements and processes. With the development of new technologies in computer-assisted pronunciation training (CAPT) comes new possibilities for delivering feedback in both auditory and visual modalities. The present paper surveys the literature on computer-assisted visual articulation feedback, including direct feedback that provides visual models of articulation and indirect feedback that uses visualized acoustic information as a means to inform articulation instruction. Our focus is explicitly on segmental features rather than suprasegmental ones, with visual feedback conceived of as providing visualizations of articulatory configurations, movements, and processes. In addition to discussing types of visual articulation feedback, we also consider the criteria for effective delivery of feedback, and methods of evaluation.

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19

Lo, Ya-yu, Adrienne L. Anderson, and Kimberly Bunch-Crump. "Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction." Intervention in School and Clinic 52, no. 3 (2016): 133–40. http://dx.doi.org/10.1177/1053451216644829.

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Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key to vocabulary knowledge, which is an essential area of literacy instruction. This article provides justification for the use of explicit morphology instruction and offers a structure for developing a computer-assisted morphology instructional program to increase morphological awareness and vocabulary knowledge of English learners with reading disabilities.

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Keengwe, Jared, and Farhan Hussein. "Using computer-assisted instruction to enhance achievement of English language learners." Education and Information Technologies 19, no. 2 (2012): 295–306. http://dx.doi.org/10.1007/s10639-012-9214-z.

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Cassady, Jerrell C., Lawrence L. Smith, and Christopher L. Thomas. "Supporting emergent literacy for English language learners with computer-assisted instruction." Journal of Research in Reading 41, no. 2 (2017): 350–69. http://dx.doi.org/10.1111/1467-9817.12110.

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22

Yousefi, Marziyeh, and Hossein Nassaji. "A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables." Technology-mediated feedback and instruction 170, no. 2 (2019): 277–308. http://dx.doi.org/10.1075/itl.19012.you.

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Abstract This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study meta-analyzed the effects of instruction in terms of several moderator variables including mode of instruction, type of instruction, outcome measures, length of instruction, language proficiency, and durability of the instructional effects. It was found that (a) computer-assisted instruction generated larger effects than face-to-face instruction, (b) instruction was generally more effective for L2 pragmatic comprehension than production, (c) instruction produced larger effects when tested by selected response outcome measures although different patterns were observed across explicit-implicit categories, (d) longer treatments generated a larger effect size than shorter treatments, (e) studies conducted with intermediate level learners produced larger effect sizes than beginner or advanced level learners, and (f) the observed effects of instruction were maintained.

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Liu, Min. "Hypermedia Assisted Instruction and Second Language Learning:." Computers in the Schools 10, no. 3-4 (1994): 293–312. http://dx.doi.org/10.1300/j025v10n03_04.

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Duchastel, Philippe. "Intelligent Computer Assisted Instruction Systems: The Nature of Learner Control." Journal of Educational Computing Research 2, no. 3 (1986): 379–93. http://dx.doi.org/10.2190/d4jw-nr13-adta-mr8a.

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Learner control, which is contrary in spirit to the design philosophy underlying traditional CAI systems, is an important feature of most intelligent computer assisted instruction (ICAI) systems, as revealed through the learning dialogues they support. Such learner control is made possible by the natural language interface and the type of knowledge base incorporated in these systems. Such systems, it is argued, because they enable unplanned interactions with the learner and capitalize on student curiosity and motivation, can attain a much finer grain of individualization than traditional CAI systems can. The conceptual and affective requirements of instructional adaptation indicate the desirability of substantial learner control as well as the potential danger of overly strong tutorial guidance.

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25

Gillam, Ronald B., Julee A. Crofford, Meghan A. Gale, and LaVae M. Hoffman. "Language Change Following Computer-Assisted Language Instruction With Fast ForWord or Laureate Learning Systems Software." American Journal of Speech-Language Pathology 10, no. 3 (2001): 231–47. http://dx.doi.org/10.1044/1058-0360(2001/021).

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This exploratory study was designed to evaluate functional language changes during and after treatment with language intervention software. Two children with language impairments received Fast ForWord (FFW; Scientific Learning Corporation, 1997), and two other children received a bundle of intervention programs published by Laureate Learning Systems (LLS). The children received intervention for 1 hour and 40 minutes per day for 20 days (4 weeks). Treatment was delivered according to a multiple-probe design in which one child was enrolled in Fast FFW immediately after a baseline phase. Another child remained in an extended baseline phase before beginning FFW. The design was replicated for the bundle of LLS programs. The children with extended baselines were identical twins. Progress was measured by gains on the Oral and Written Language scales (OWLS) and by visual and mathematical examination of trends for language sample measures. All four children made clinically significant gains (posttest scores outside the 95% confidence interval of the pretest scores) on the OWLS. Two children who received the LLS software and one child who received FFW software made clinically significant gains on mean length of utterance in morphemes (MLU), but only one child, who received treatment with the LLS software, had fewer grammatical errors after treatment. The three children with improved MLU also produced a higher proportion of utterances with mazes. Measures of language content (percent of response errors) and language use (percentage of assertive utterances) were not informative due to high variability and floor effects. The similarity of the treatment effects (especially in the case of the identical twins) was surprising since FFW and the bundle of LLS programs targeted different levels of language, used different types of auditory stimuli, and were designed to promote different kinds of learning.

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Janfaza, Abusaied, Yousof Rezaei, and Afshin Soori. "Is Computer Assisted Language Learning Effective in Improving Learning Vocabulary among Iranian EFL Students?" JOURNAL OF ADVANCES IN LINGUISTICS 4, no. 2 (2014): 402–7. http://dx.doi.org/10.24297/jal.v4i2.2145.

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The current study tried to investigate the impacts of using Computer Assisted Language Learning (CALL) on the development of vocabulary in comparison to the traditional method of vocabulary instruction by using the printed text materials among Iranian EFL students in a language institute in Jiroft, Iran. To conduct the study, 40 students were selected. Thus, the students were randomly divided into two equal groups of 20 students in each group, an experimental and a control group. A pre-test which was a vocabulary test was administered to all participants. The results of t-test revealed that there was no significant difference between in terms of vocabulary knowledge. The students in the experimental group had 12 sessions of instruction. They used CALL. The control group had the same hours of instruction, but the instruction was on paper and they didn't receive any audio-visual features. The result of paired sample t-test between pre-test and post-test indicated that there was a significant difference between the performance of the experimental and control groups in vocabulary knowledge. The vocabulary knowledge of the participants improved through CALL instruction.

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Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.

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Ariew, Robert, and Ruth H. Sanders. "Thirty Years of Computer Assisted Language Instruction: Festschrift for John R. Russell." Modern Language Journal 81, no. 1 (1997): 116. http://dx.doi.org/10.2307/329170.

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Zou, Xiao Wei, Xiao Li Wang, and Yan Wang. "Analysis of Reliability and Validity in Computer Assisted English Teaching Test." Advanced Materials Research 989-994 (July 2014): 5029–32. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5029.

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With the rapid development of computer technology, the computer has rapidly entered our daily life. People begin to use the computer for scientific research, production, entertainment, and information consulting and other activities widely, which brings about the Computer Aided Designing, Computer Aided Manufacturing, Computer Aided Instruction in order to improve the efficiency and quality of life. Using computer technology in language testing has become the trend of language testing both at home and abroad. Communicative language teaching becomes the guiding ideology and theoretical basis of modern language testing. The reliability and validity in computerized language assessments have become the two important criteria of evaluation of test quality. Computer Assisted English test with its unique advantages has opened up a new heaven and earth for English test.

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Yu, Shi Cai, and Rong Lu. "Research of Sign Language Synthesis Based on VRML." Applied Mechanics and Materials 347-350 (August 2013): 2631–35. http://dx.doi.org/10.4028/www.scientific.net/amm.347-350.2631.

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Sign language is to help the deaf and normal hearing people natural communication and computer assisted instruction. Through the analysis of language features, and proposed one kind based on the VRML human body modeling and virtual human based on context of gesture smoothing algorithm, thus the sign language synthesis research and implementation.

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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.

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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?3. What are the benefits gained from a computer-assisted portfolio assessment?The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.

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DUNKEL, PATRICIA A. "Computer-Assisted Instruction (CAI) and Computer-Assisted Language Learning (CALL): Past Dilemmas and Future Prospects for Audible CALL." Modern Language Journal 71, no. 3 (1987): 250–60. http://dx.doi.org/10.1111/j.1540-4781.1987.tb00364.x.

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Durán-Bautista, Diana C., and Sandra Patricia Huertas-Malagón. "Mobile Phones-Assisted Practice and Note-Taking in Foreign Language Oral Production." International Journal of Mobile and Blended Learning 13, no. 2 (2021): 51–72. http://dx.doi.org/10.4018/ijmbl.2021040104.

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In foreign language instruction, students are often exposed to computer-mediated testing in international exams and language courses; however, regular classrooms are not equipped with computer labs to offer a lesson coherent with that testing procedure. To fill this gap, mobile-assisted language learning emerges as a portable option for computer-mediated learning and testing. Hence, this action research aims to study the implementation of mobile phones-assisted practice, combined with note-taking, as test-wise and test-management strategies, to tackle the needs of 218 participants who were taking an English as a foreign language program at a Colombian university. In the diagnostic stage, learners expressed that the most difficult computer-assessed skill was speaking, due to lack of confidence and suitable strategies. Findings revealed an improvement in students' oral performance, collaboration levels, and high acceptance of mobile phones-assisted practice as a test preparation tool that facilitates autonomy, metacognition, and peer-feedback.

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34

Farrokh, Parisa. "Social-Personalized versus Computer-Personalized Methods to Teaching English Learners' Reading Comprehension Ability." Multidisciplinary Journal of Educational Research 7, no. 3 (2017): 287. http://dx.doi.org/10.17583/remie.2017.2775.

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The present study was out to compare new approaches computer assisted language learning, personalized learning program versus traditional approach to teaching second language reading comprehension ability among Iranian English learners. The participants in this study were 90 students who studied at a university of Applied Sciences and Technology in Rasht, Iran. All the participants were randomly assigned into three groups, one control group and two experimental groups. The control group went through a traditional method of teaching reading skill in the classroom. The first experimental group received a personalized learning instruction. The second experimental group went through a personalized learning program supported by a computer assisted language learning system (CALL). At the end of the treatment, a posttest was administrated to three groups to find out the effects of the new instruction. The results of this study revealed that the second experimental group who received treatment through CALL- based personalized learning approach.

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Conrad, K. Bernd. "Call–Non-English L2 Instruction." Annual Review of Applied Linguistics 16 (March 1996): 158–81. http://dx.doi.org/10.1017/s0267190500001495.

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Research in computer-assisted language learning (CALL) has neither traditionally nor recently had a language or setting-specific emphasis, one that would have established a distinction between second language learning (SLL) as opposed to foreign language learning (FLL) applications in its attempts to answer principled CALL questions. For example the two anthologies of essays, studies, and reports on CALL theory and practice by Smith (1987; 1989), the papers on CALL research compiled by Dunkel (1991b), and the collection of international perspectives edited by Pennington and Stevens (1992) summarize work done in the 1980s and provide directions and guidelines for work to be done in the 1990s with implications for both SLL and FLL. As this continues to be the case in recent CALL research, an FLL emphasis in the chapter of non-English L2 instructional context has been maintained exclusively for the discussion of software; whenever the rationale for the design and implementation of FLL software was based on second language acquisition theory or findings from empirical ESL-oriented CALL investigations, the respective research source was examined and cited.

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Molholt, Garry. "Computer-Assisted Instruction in Pronunciation for Chinese Speakers of American English." TESOL Quarterly 22, no. 1 (1988): 91. http://dx.doi.org/10.2307/3587063.

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37

Strei, Gerry. "FORMAT FOR THE EVALUATION OF COURSEWARE USED IN COMPUTER-ASSISTED LANGUAGE INSTRUCTION (CALI)." CALICO Journal 1, no. 2 (2013): 43–46. http://dx.doi.org/10.1558/cj.v1i2.43-46.

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HABIB, MOHAMMED ABBA, ALI MUSTAPHA MUHAMMAD, and ALI HAJJAKALTUM. "USE OF COMPUTER ASSISTED INSTRUCTION TO IMPROVE STUDENTS’ READING SKILL IN ENGLISH LANGUAGE." i-manager’s Journal on English Language Teaching 9, no. 1 (2019): 32. http://dx.doi.org/10.26634/jelt.9.1.15294.

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39

Macaruso, Paul, and Alyson Rodman. "Benefits of Computer-Assisted Instruction to Support Reading Acquisition in English Language Learners." Bilingual Research Journal 34, no. 3 (2011): 301–15. http://dx.doi.org/10.1080/15235882.2011.622829.

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40

Larsen, Mark D. "Obstacles of Integrating Computer-Assisted Instruction with Oral Proficiency Goals." Hispania 70, no. 4 (1987): 936. http://dx.doi.org/10.2307/342572.

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41

Otto, Frank R. "Calico Computer Use Suvey." ReCALL 2, no. 2 (1990): 4–9. http://dx.doi.org/10.1017/s0958344000002342.

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The CALICO Journal serves as the chief means of information distribution for the Computer Assisted Language Learning & Instruction Consortium and is published quarterly. The following extract is reprinted from CALICO Journal, December 1989, with the land permission of the editor. Although the information gathered is not always directly comparable with that in our own survey, it does provide an interesting view of computers and language learning in the USA.

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42

Hajebi, Mustapha. "Enhancing Writing Performance of Iranian EFL University Students in the Light of Using Computer Assisted Language Learning." International Linguistics Research 1, no. 2 (2018): p47. http://dx.doi.org/10.30560/ilr.v1n2p47.

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The purpose of this research is to improve the performance of Iranian EFL students writing process model based on technology to see computer software checked the grammar, punctuation, spelling and the performance of students. So there is in need of different conditions to design protocols for using computer assisted language learning to improve students’ performance. A quantitative method including pre- test and post -test followed in this study. The study lasted for four weeks with naturalistic use of computer software in the writing instruction of experimental group to check the performance of students based on using computer assisted language learning. The present study involves various techniques in writing performance in contrast with other traditional methods. Computer assisted language learning was employed to compare and assess the writing performance. The results of the study support the idea that word processors improve the EFL learners’ writing mechanism. Computer assisted language learning gives best path for the writing performance of students and also decreases mistakes in writings. This research provides recommendable performance for EFL learners, EFL teachers to adopt the technique in their classes to advance their students' language learning. Therefore, a comparison of the results after the next course cycle will then allow to impose the effects of enhancing writing performance, which would not be possible without using computer assisted language learning approach.

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Zhang, Jingjing. "Computer Assisted Instruction System under Artificial Intelligence Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (2021): 4. http://dx.doi.org/10.3991/ijet.v16i05.20307.

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In order to promote the development of intelligent teaching system, artificial intelligence technology is combined with computer assisted instruction (CAI) system to produce intelligent CAI (ICAI), and the design of ICAI is studied in order to facilitate the application and implementation of intelligent teaching system. First, there is an introduction of the basic concepts, related theories, and implementation principles of ICAI. Then, the requirements of ICAI are analyzed in detail on the basis of studying the relevant technologies required by ICAI, including the functional and non-functional requirements. The subsystem is set based on the different needs of the target users (administrator, teacher, and student users). Finally, the general and functional structure of ICAI are designed, and there are tests for the system functions. The results show that the system takes Java Server Pages (JSP) as the development language, Struts2 as the technical framework, and SQL Server 2008 as the back-end database, which realizes a teaching platform mainly for teachers, students, and administrators. After testing, the overall operation of the system is good, and the functional test results of the login module, homework release, and learning resource upload meet the software design requirements. The response time of the system prolongs, the number of users who can’t successfully log in grows, and the utilization of server central procession unit (CPU) and memory utilization both increase, which are caused by the increasing number of concurrent users. The results indicate that the combination of CAI and artificial intelligence (AI) technology can meet students’ online teaching demands, break the time-space limitation of traditional teaching, and provide important reference value for the reform of teaching mode and the improvement of teaching quality

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Jahangard, Ali, Ali Rahimi, and Maral Norouzizadeh. "Student attitudes towards computer-assisted language learning and its effect on their EFL writing." International Journal of New Trends in Social Sciences 4, no. 1 (2020): 01–09. http://dx.doi.org/10.18844/ijntss.v4i1.4785.

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This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henriâ€™s framework (1992), which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings.  Keywords: Computer-assisted instruction (CAI), computer-assisted language learning (CALL), EFL writing, student attitudes.

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Azeez, Paiman Z., and Fatimah R. H. Al Bajalani. "Effects of Mobile Assisted Language Learning on Developing Kurdish EFL Students." Koya University Journal of Humanities and Social Sciences 1, no. 1 (2018): 85–95. http://dx.doi.org/10.14500/kujhss.v1n1y2018.pp85-95.

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Many studies have described the use of mobile assisted language learning in language teaching and learning; yet, the number of studies in listening skill remains unsatisfactory, at least in Iraqi Kurdistan context. Few researchers appear to have considered how to use mobile learning devices to support pedagogical approach to develop academic listening skills. Several studies in the past, required learners to read from mobile phones rather than listening to audios. There were attempts to use computer technology integration into instruction; however, few were in mobile technology. The interest in research related to the impact of mobile assisted language learning on developing students’ listening skills remains relatively low and consequently listening has been neglected. Thus, the current paper aims at exploring the effectiveness of mobile assisted language learning devices both as instructional tools and learning resources within and beyond classroom learning environments to develop language skills in particular listening sub-skills. The experimental design is pretest-experiment-post-test. To conduct the study two groups of experimental (n=31) and control (n=26) out of 57 second year students at koya university/ faculty of education/ school of education English department were made. Both groups were taught the same material, but using different methods. The results of the post-test indicated that the use of mobile assisted language learning devices had impacts on developing experimental group’s listening skills and outperformed the control group.

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Babarinde, Olusanmi, Elizabeth Babarinde, and Kelvinfrancis Obitube. "Computer-Assisted Instruction and Language Learning: Evidence from Mavis Computel’s English–Yoruba Talking Books." Language Matters 50, no. 2 (2019): 100–111. http://dx.doi.org/10.1080/10228195.2018.1551924.

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AbuSeileek, Ali Farhan. "Computer-assisted pronunciation instruction as an effective means for teaching stress." JALT CALL Journal 3, no. 1&2 (2007): 3–24. http://dx.doi.org/10.29140/jaltcall.v3n1-2.33.

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Blake, Robert J. "Current Trends in Online Language Learning." Annual Review of Applied Linguistics 31 (March 2011): 19–35. http://dx.doi.org/10.1017/s026719051100002x.

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Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.

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Burston, Jack. "The Future of Foreign Language Instructional Technology: BYOD MALL." EuroCALL Review 24, no. 1 (2016): 3. http://dx.doi.org/10.4995/eurocall.2016.4431.

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<p>This paper describes trends in instructional technology that are influencing foreign language teaching today and that can be expected to increasingly do so in the future. Though already an integral part of foreign language instruction, digital technology is bound to play an increasing role in language teaching in the coming years. The greatest stimulus for this will undoubtedly be the accessibility of Mobile-Assisted Language Learning (MALL), made possible through the exploitation of mobile devices owned by students themselves. The ubiquitous ownership of smartphones and tablet computers among adolescents and adults now makes a Bring Your Own Device (BYOD) approach a feasible alternative to desktop computer labs. Making this work, however, especially in a financially and technologically restricted environment, presents a number of challenges which are the focus of this paper.</p>

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Ross, Steven M., and Espi Ralston. "Uses of Computer-Assisted Instruction in Teaching Foreign Language in an Urban School System." IALLT Journal of Language Learning Technologies 24, no. 2 (1991): 19–26. http://dx.doi.org/10.17161/iallt.v24i2.9422.

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