Cooperative vs. Individual Learning of Oral Skills in a Call Environment

AbuSeileek, Ali Farhan

doi:10.2478/v10010-007-0001-8

Cited by 23 publications

(22 citation statements)

References 7 publications

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“…This finding consisted with BavaHarji, 2014; Kabilan et al, 2010;AbuSeileek, 2007;Shih, 2010;Diyyab, 2013;Kessler, 2010;Murat, 2012). The group with peer support group reported greater success on the learning outcomes compared to the individual group because of the immediate feedbacks and corrections or additional coaching from their partners to refine their mastery of the language.…”

Section: Discussionmentioning

confidence: 99%

“…This study focused on speaking to negotiate meaning and form with peer interaction. The results obtained from many studies conducted by language researchers indicate that the use of multimedia immersive learning improves students' language skills in terms of reading and speaking (Kuo (2009;Echandy, 2011;BavaHarji, 2014;Kabilan et al, 2010;AbuSeileek, 2007;Shih, 2010;Wu, 2013;Diyyab, 2013;Kessler, 2010;Murat, 2012).…”

Section: Peer Support and Language Learning Environmentmentioning

confidence: 99%

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The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud

Muslem¹,

Abbas²

2017

INT J INSTRUCTION

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This study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasiexperimental design with post-test was employed for the study. 80 first-year university students enrolled in English as a foreign language course were selected for this study. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses obtained by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of codeswitching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students.

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Section: Discussionmentioning

confidence: 99%

Section: Peer Support and Language Learning Environmentmentioning

confidence: 99%

The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud

Muslem¹,

Abbas²

2017

INT J INSTRUCTION

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“…Kitade (2008) found that computer-based communication enables language learners to actively engage in a wider range of interactions because they are both place-independent and time-independent. In computer-based instruction, learners may have the opportunity to have feedback through using the bulk of information available on the system which is always available in a non-threatening atmosphere, and whenever the user wants it, and each learner can work at his own pace (AbuSeileek, 2007).…”

Section: Resultsmentioning

confidence: 99%

The effect of using an online-based course on the learning of grammar inductively and deductively

AbuSeileek

2009

ReCALL

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This study aims at exploring the effectiveness of using an online-based course on the learning of sentence types inductively and deductively. To achieve this purpose, a computer-mediated course was designed. The sample of the study consists of four groups taught under four treatments of grammar: (1) with computer-based learning inductively, (2) with computerbased learning deductively, (3) with non-computer-based learning inductively, and (4) with non-computer-based learning deductively. A pre-test/post-test design (between-subject) is used to investigate the effect of two factors: method (computer-based learning vs. non-computerbased learning) and technique (induction vs. deduction) on the students' learning of sentence types. The results reveal a new manner of enhancing grammar learning based on the level of language structure complexity. The computer-based learning method is found to be functional for more complex and elaborate structures, like the complex sentence and compound complex sentence, and more complicated grammar structures need to be taught by means of the deductive technique. None of the inductive and deductive techniques is reported to be more practical with simple grammar structures such as the simple sentence and compound sentence.

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“…A brief count reveals that some studies found significantly better oral performance of the CMC group than the control (F2F) group (e.g. Abrams, 2003;AbuSeileek, 2007;Ahn, 2006;Chang, 2008;Satar & Özdener, 2008;Sequeira, 2009;Volle, 2005;Wang, 2010;Xiao, 2007;Blake, 2009;Chen, 2008;Huang & Hung, 2010;Kost, 2004;Li, 2008;Lord, 2008;Payne & Whitney, 2002), while other studies did not support such findings (e.g. Blake et al, 2008;Chang, 2007;Loewen & Erlam, 2006;Pyun, 2003;Sanders, 2005;Sun, 2012;Zheng, 2010).…”

Section: Literature Reviewmentioning

confidence: 97%

Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis

Lin¹

2014

ReCALL

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Link to this article: http://journals.cambridge.org/abstract_S095834401400041XHow to cite this article: Huifen Lin Computer-mediated communication (CMC) in L2 oral prociency development: A metaanalysis. ReCALL, AbstractThe ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic approach to investigate such effects by synthesizing (quasi)experimental studies that provide empirical quantitative data for effect size calculation. A literature search located 25 relevant studies for the final analysis. Each study was independently coded for learner, design and publication characteristics. The averaged effect size was estimated from the included studies. The results of the meta-analysis reveal that communication mediated by computer/technologies produced a moderate positive effect on L2 learners' oral proficiency compared to face-to-face (F2F) communication or no interaction. Furthermore, CMC has roughly similar effect on pronunciation, lexical and syntactic level of oral production; however, it might have a negative impact on fluency and accuracy. This meta-analysis also found that the effect of CMC on oral proficiency depends on several methodological factors such as task type, outcome measurement, treatment length, and assessment task. Major findings of the current meta-analysis include: (1) studies relying on elicited data are superior to those utilizing naturalistic data; (2) reading aloud seems to be the task that could elicit the best oral performance from students;(3) surprisingly, CMC appeared to be harmful for accuracy and fluency; (4) studies that employed decision-making generated the largest effect size, followed by studies that used more than one task type; (5) among the four tasks, jigsaw actually generated a negative effect on oral performance; and (6) as the most popular task employed by primary researchers, opinion-exchange studies produced the smallest effect size. These findings need to be interpreted as exploratory rather than confirmatory since each of them became less trustworthy after taking into consideration numerous other factors such as CMC task and the particular CMC tool used, etc. Future research suggestions are provided and the limitations of this meta-analysis are addressed.

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Cooperative vs. Individual Learning of Oral Skills in a Call Environment

Cited by 23 publications

References 7 publications

The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud

The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud

The effect of using an online-based course on the learning of grammar inductively and deductively

Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis

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