CALL and the speaking skill

James, Robert K.

doi:10.1016/0346-251x(95)00050-t

Cited by 10 publications

(9 citation statements)

References 9 publications

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“…This finding, consistent with previous studies, shows the importance of technology in language learning (e.g., Brett, 1995;Fidelman, 1997;Warschauer & Healey, 1998). It also finds support from those scholars who underscored the importance of ubiquitous learning (e.g., Boyinbod & Akintola, 2008;Casey, 2005;Jones & Jo, 2004;Yahya, Ahmad, & Abd Jalil, 2010). The fact that the participants in the mobile group could select where, when, and how many times to watch the TED talks, as they asserted, could have an impact on boosting their listening skills.…”

Section: Discussionsupporting

confidence: 89%

“…2 Rashtchi and Hajihassani (2010) showed the usefulness of using weblogs in teaching reading. Many studies have verified the efficacy of CALL in learning pronunciation (Rahnavard & Mashhadi Heidar, 2017), reading (Marzban, 2011); speaking (James, 1996;Rashtchi & Khoshnevisan, 2009), vocabulary (Rashtchi & Aghili, 2014), motivation (Genc & Adyin, 2010), and autonomy (Zarei & Hashemipour, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring Iranian EFL Learners’ Listening Skills via TED Talks: Does Medium Make a Difference?

Rashtchi¹,

Mazraehno²

2019

JLE

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This quasi-experimental study examined whether TED (Technology, Entertainment, Design) talks could improve the listening skills of Iranian EFL learners. The study also explored whether the different media of instruction could have differing impacts on the students’ learning. Sixty intermediate level male learners aged between 18 and 20 in three intact classes (n1=n2=n3=20) were the participants selected through convenience sampling. The groups were randomly assigned to two experimental groups and one control group after ensuring that they were at the same level of language proficiency. One of the experimental groups watched TED talks via mobile devices, another group watched them through laptops, and the control group practiced listening through DVDs and CDs of the course textbook (American File 2) for ten sessions. It is worth mentioning that the mobile group watched the videos outside of the class, whereas the laptop and control groups practiced listening in the class. Every session, the participants answered some comprehension questions to enable the researchers to measure their development. The repeated measures ANOVA showed the improvement of the listening skills of all participants in the three groups during the treatment. The results of the one-way ANOVA and post hoc comparison revealed statistically significant differences between the mobile group watching the TED talks and the control group, but no differences were found between the mobile group and the laptop group or between the control and the laptop groups. The researchers inferred that the observed difference was due to using TED talks via mobile devices in the study. They could also conclude that TED talks are useful sources of practicing listening skills. The study shows the efficacy of self-directed learning via mobile devices and has implications for teachers and practitioners who are seeking ways to extend language learning beyond the confinements of the classroom.

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Section: Discussionsupporting

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

Exploring Iranian EFL Learners’ Listening Skills via TED Talks: Does Medium Make a Difference?

Rashtchi¹,

Mazraehno²

2019

JLE

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“…In effect, although oral ACMC does not encapsulate most of characteristics present in interpersonal communication, it can still offer language-learning opportunities due to the unique nature of the electronic medium. For instance, digital storytelling tasks, such as the one at hand, could increase language efficiency and also help understand how to use language in authentic contexts (James, 1996;Harless et al, 1999), thus serving as a preliminary stepping stone towards real communication (Abrams, 2003).…”

Section: Table 1: Students' Perceptions Of Linguistic Developmentmentioning

confidence: 99%

Exploring the Benefits of ACMC for Speaking Development

James¹

2013

IALLT Journal

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Currently, language educators experience difficulties in facilitatingoral practice effectively in the foreign language classroom. Regularly,they face introverted and passive learners who fail to embracespeaking opportunities (Poza, 2011), or simply do not find the time topromote speaking practice in the classroom (Meddings & Thornbury,2009). In this light, many asynchronous computer mediatedcommunication (ACMC) technologies have emerged to confront thissituation. However, central research studies do not seem toacknowledge ACMC as viable in accommodating oral development but,rather, frequently attribute this merit to synchronous CMC (Levy &Stockwell, 2006; Kervin & Derewianka, 2011). By employing a mixedmethodsapproach, this small-scale case study examines, firstly, theextent to which ACMC speaking practices are suitable for languagelearners’ speaking development. Secondly, and by extension, itinvestigates the salient characteristics of the ACMC toolmyBrainshark, that makes it appropriate for fostering linguisticgrowth. The data is obtained from post-beginner Spanish languagelearners by means of an online questionnaire and an online structuredstimulated recall. The findings show, on the one hand, that ACMC oralpractices can be beneficial in developing speaking aspects in lowerproficiencylanguage learners and, on the other hand, thatmyBrainshark has characteristics that can potentially promotelinguistic development. Finally, this paper calls for experimentalresearch on the improvement of oral competency in post-beginner andhigher-proficiency learners.

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“…There have been several studies about whether or how much the multimedia approach using computer technology is beneficial for teaching in the ESLIEFL classroom. Here I will introduce some of research focusing on different language skills: vocabulary acquisition (Douquette et aI., 1998), reading (Chun & Plass, 1996), listening (Brett, 1997), and speaking (James, 1996;Egan, 1999). The research showed rather consistent results that the multimedia CALL is more effective for each of the areas.…”

Section: Effects Of the Use Of Multimedia On Tesliteflmentioning

confidence: 99%

“…It was pointed out that "speaking is the heart of second language learning but has been somewhat ignored in teaching and testing for a number of logistical reasons" (Egan, 1999). While all the language skills but speaking seem to be benefited by teaching with multimedia, there is some controversy about the speaking skill as mentioned by James (1996): "Opinion on the relevance of computers for the development of oral skills has been mixed. Earlier writers (middle of 80's) were inclined to be pessimistic, while later ones have been more optimistic.…”

Section: Effects Of the Use Of Multimedia On Tesliteflmentioning

confidence: 99%

Investigation of a multimedia approach to teaching spoken English

Hong

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CALL and the speaking skill

Cited by 10 publications

References 9 publications

Exploring Iranian EFL Learners’ Listening Skills via TED Talks: Does Medium Make a Difference?

Exploring Iranian EFL Learners’ Listening Skills via TED Talks: Does Medium Make a Difference?

Exploring the Benefits of ACMC for Speaking Development

Investigation of a multimedia approach to teaching spoken English

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