The study investigated the impact of the affordance of computer assisted language learning (CALL) and mobile assisted language learning (MALL) on EFL reading comprehension at tertiary level. Pre-formed intact groups were used to conduct this quasi-experimental study. It used a pretest and post-test control group design. The participants were 122 first year university students. Computer-based reading comprehension exercises were used as intervention that lasted for six weeks. Vocabulary was pre-taught through WhatsApp. Post-test results of the reading comprehension achievement test revealed that the treatment group outperformed their counterparts in the control group. The results indicate the significance of technology incorporation in language learning process. The study shows the effective use of technology in EFL reading instruction. It works best when integrated in the instructional scheme. Results of the study also suggest that freely available technological resources can be used to create a conducive reading environment. The study needs to be replicated with bigger sample and longer period of intervention for more accurate results.
The aim of the present study was to understand the reasons of MA TEFL students’ silence and unwillingness to participate in class discussions as perceived by their professors. A qualitative method was conducted to understand the issue from teachers’ perspectives at three different Iranian universities (Alzahra University, Tehran University and Azad University). Qualitative data were collected through observational check-list, field notes and semi-structured interviews with 12 professors to reflect their understanding of students’ silence and the ways of involving them in class activities. Then, thematic analysis was run to answer the related research questions. The results of professors’ perspective through thematic analysis have mirrored four different reasons including affective, lingu-cognitive, sociocultural and pedagogical reasons. Some further strategies were proposed by the professors for breaking the wall of silence. The study ended with a number of pedagogical implications.
Computer Assisted Language Learning (CALL) has brought enormous developments in teaching and learning process recently. Teaching with computer technology using different methodologies is one of the widely investigated areas in education sector nowadays. This research aims at exploring the efficacy of Computer Assisted Language Teaching (CALT) using Desire2Learn (D2L) Educational software, for teaching subject-verb agreement deductively at Al-Majma'ah University in Saudi Arabia. This study also investigates the attitude of Saudi EFL learners towards CALT-D2L's effect on their learning achievement. Sixty nine undergraduate students of level three from Department of English, College of Education, Al-Majmaah University, were involved in this study. The sample was divided into two groups: (CALT-D2L "Experimental Group" while the other traditional chalk and talk method based as "Control Group". Analysis of the data of both groups indicates that experimental group outperformed control group in term of the percentage of result compared. Moreover students exhibit positive attitude towards using D2L software in grammar learning.
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