Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

Abstract

Abstract:This study attempted to test whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students' English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students), an innovative collaborative learning group (ICLG, 31 students), a CALL traditional collaborative learning group (C ALL TCLG, 32 students), and a CALL innovative collaborative learning group (C ALL ICLG, 31 students). TOEIC (Test of English for International Communication) listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA), multivariate analysis of variance (MANOVA), and analysis of variance (ANOVA) were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

Optimizing Well (Web-Enhanced Language Learning) in Teaching Reading

“…This present study was also enriched by the previous study carried out by Wang and Liao (2017) who found that after using CALL, the experimental groups improved more than the control group; in the listening, reading, speaking, and writing sections. Similar with the previous study carried out by Wang and Liao (2017), the findings of this present research also indicated that the use of WELL process in teaching reading brings some advantages such as increasing students' motivation, overcoming students' boredom and stress to be more confident in learning reading, building the students' critical thinking, and improving students' skills in reading. However, the previous study focused on using the CALL on improving students' English proficiencies to 131 students of college freshmen of Chung Shan Medical University, Taiwan.…”

Developing Computer–Based Instructional Media for English Speaking Skill at Senior High School

“…Learning English using computer-based media has some advantages. Previous study showed that computer-based instructional media can enhance the students' performance in English (Wang & Liao, 2017). Students using Computer-Assisted Language Learning (CALL) had better learning performances than those in traditional collaborative learning.…”

Similar or Different? A Comparison of Traditional Classroom and Smart Classroom’s Teaching Behavior in China

“…Students use smart mobile terminals to form online interactive communication between themselves and the surrounding environment (Beldarrain, 2006; Dakka, 2015). Group cooperation breaks through the space limitation, and students do not need to change their seats, giving students more time to communicate and explore the knowledge (Wang & Liao, 2017).…”