Are ESL/EFL Software Programs Effective for Language Learning?

Borges, Vládia Cabral

doi:10.5007/2175-8026.2014n66p19

Cited by 5 publications

(5 citation statements)

References 43 publications

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“…While playing the game, the learner learns the language as a peripheral activity to solving the mystery. (Borges, 2014) Online dictionaries and translations with sound are available if needed. This game is different from behaviourist programs due to the absence of repetitive drills or endless vocabulary lists here.…”

Section: Gamifying Language Learning: a Review Of "Who Is Oscar Lake?...mentioning

confidence: 99%

A Literature Review of the Opportunities and Barriers in Computer-Assisted Language Learning (Call)

Mahajan¹

2022

JOELL

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The use of computers in language instruction has been a topic of research interest since the 1960s. The following literature review gives an overview of how Computer-assisted language learning (CALL) has evolved from mainframe-based drill and practice programs to NLP-based conversational agents that function as language tutors. Further, the review examines the economic, logistic, and technical to adopting CALL. Ultimately, the review sheds light on the new opportunities presented to CALL to overcome the barriers, primarily owing to advancements in the field of adaptive learning and testing and Natural Language Processing. The following research questions have guided the literature review: 1. How has CALL developed over the years? 2. What are the barriers to CALL? 3. What are the new opportunities in CALL?

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Section: Gamifying Language Learning: a Review Of "Who Is Oscar Lake?...mentioning

confidence: 99%

A Literature Review of the Opportunities and Barriers in Computer-Assisted Language Learning (Call)

Mahajan¹

2022

JOELL

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“…In his study on interactive video for Spanish teaching, Verano (1989) found that the more interactive the video work was, the more students retained. Liu (1993) concluded that computer-based hypermedia enhanced vocabulary learning, whereas other studies found that participants were more motivated when using interactive video discs (DeFelix et al, 1990) and enjoyed multimedia educational programmes (Borges, 2014;White et al, 2000). Truly interactive multimedia, which uses the Internet as its transfer mechanism, should be a consideration when designing an effective and dynamic classroom experience (Brett, 1996;Tucker & Courts, 2010).…”

Section: The Internet As a Teaching Toolmentioning

confidence: 99%

Internet-Assisted Language Teaching: The Internet as a Tool for Personalised Language Exploration

Kanellopoulou¹,

Γιαννακουλόπουλος²

2021

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Over the last decades, the role of the teacher has changed due to developments in technology. Teachers now mainly provide direction and facilitate learning rather than being the know-it-all master. Their new role in the Net generation inevitably involves the use of multimedia Internet. Internet-based environments are student-centered and allow learners to be actively involved in the learning process. This paper presents how internet tools have developed over the years, with a focus on language skills development. It also discusses the basic principles behind building new personalised internet tools and presents examples from a specific experimental platform, which is part of a PhD study on foreign vocabulary learning. This platform makes use of a novel internet-based dubbing application called Film L2 Dubbing Activity (FL2DA). Our main aim is to discuss empirical data and shed some more light on how the internet-based environment and the use of feature film clips may assist in foreign language skills development and what is entailed in managing such an internet-assisted environment.

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“…Chapelle in Borges revealed that software and hardware have a strong attachment to language learning in language laboratories. Software has several advantages such as providing various native speaker models in different media; offering a language learning curriculum; doing need assessment; determining better treatment for students; recording students' activities and evaluation; and being available at any time (Borges, 2014).…”

Section: The Softwarementioning

confidence: 99%

Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene?

Nurchalis

Ermawati

Sardi

et al. 2021

Elsya

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A staple issue in English language teaching is the fact that individual students in formal classrooms usually have minimal opportunity to speak due to large class sizes. Recent studies have vouched language laboratories to be capable of overcoming this barrier. As far as the researchers know, no study has launched a wide investigation whether a language laboratory exists and is used to optimise the English learning in the Islamic schools in Majene, Indonesia. This research applies descriptive quantitative design, involving 22 Islamic schools in the level of junior high school. 22 English teachers that represents all the schools filled a questionnaire to provide the data. It is found that the Islamic schools at Majene do not yet have a language laboratory even though the English teachers consider it important. Its absence is influenced by the lack of support from leaders. As a result, listening practice activities are rarely carried out. English teachers only carry out practical activities in the classroom with limited tools and materials. This research illuminates a concern for policy makers in the Ministry of Religious Affairs in the field of Islamic school education and the principals to hold a language laboratory at Islamic Schools. To improve English learning activities, the existence of a language laboratory in Islamic schools is matter, so that students at Islamic schools can show their quality in foreign language mastery and compete with others.

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Are ESL/EFL Software Programs Effective for Language Learning?

Cited by 5 publications

References 43 publications

A Literature Review of the Opportunities and Barriers in Computer-Assisted Language Learning (Call)

A Literature Review of the Opportunities and Barriers in Computer-Assisted Language Learning (Call)

Internet-Assisted Language Teaching: The Internet as a Tool for Personalised Language Exploration

Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene?

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