Using CALL in EFL Classroom

THE IMPACT OF USING CALL (COMPUTER ASSISTED LANGUAGE LEARNING) ON EFFECTIVE LEARNING-TEACHING ENGLISH PROCESS IN EFL CLASSROOM  

By Carunia Alfitra Adriati (11140140000012)

The use of computer technology for education become an essential part to play a major role in foreign/second language teaching and learning. Due to some advantages, teacher started to use technology in their classroom and believe that computers are the effective teaching aid. One of the methodologies to use computer in language learning process is CALL (Computer Assisted Language Learning). In Dashtestani’s article, CALL is a language learning and teaching approach in which computer is used as a tool for presentation, assisting students, and evaluating material. Naragizadeh and Barimani in their article argues that CALL materials can include “tasks, websites, software, courseware, online courses, and virtual environments”. In order to make teaching learning English process more interactive, the use of CALL in EFL classroom is important. This paper will concern about learning-teaching grammar, vocabulary, reading and writing in EFL classroom and also the CALL material itself.

            The first article is Teaching reading through CALL and written by Thariq Muhammad Bhatti. This article concerns about to examine the effectiveness using CALL in teaching three levels of reading skills (Literal, interferential and evaluative levels) in EFL secondary school. The writer put himself as a researcher because he wants to know the role of reading in secondary schools and how it may be improved through computers. 30 students at 9^th grade no experience with computer are participated. They separated into 2 groups, first group is experiment groups without instructor only CALL materials (video lecturer, image, animation etc.) and second group is traditional group with instructor and textbook without image. The result of research indicated CALL showed positive results in improving reading skills of students at secondary school. The author recommend for the teacher should prepare powerpoint presentation to generate more interest in learning among the students. I agree with the author because he showed me the evidence of teach reading in EFL classroom with interesting way such us using animation, sounds, etc.

            The second article is The effect on CALL on the vocabulary learning of Iranian EFL learners by Mostafa Naraghizadeh and Shaban Barimani. They discussed about investigate the effectiveness of CALL on Iranian EFL learners' vocabulary learning in two institutes in Tehran, Iran, as compared to those students receiving traditional instruction using the printed text materials. CALL (Computer Assisted Language Learning) has given man versatility in many areas, and seems the paramount representation of technology for today. The goal of the study was to examine the effects of the application of CALL on students’ attitudes towards CALL before and after the instruction. To carry out the study, 60 homogeneous male and female participants were selected from among students and randomly assigned into two groups, the traditional group and CALL group. A vocabulary achievement test as pre-test was administered to participants of both groups. The results of t-test confirmed that there is no significant difference between the participants regarding their vocabulary knowledge. The Computer Assisted Instruction group experienced 16 sessions of instruction using the CALL. The traditional instruction group received the same hours of instruction and materials but on paper with no audio-visual features. The results indicated that there was a significant difference between the participants of experimental group on their performance in pretest & posttest. CALL instruction was significantly improving Iranian EFL learners’ vocabulary instruction. I support this article because the research actually knows the benefit of using CALL to improve learners’ vocabulary. So, by supported the evidences and the research show the clear final result, I agree with what writer provided about computerized presentation of vocabulary was more appealing than traditional presentation.

            The third article is EFL teachers’ knowledge of the use and development of CALL materials by Reza Dashtestani. The writers explain about the current challenges and difficulties in enabling EFL teachers to acquire CALL materials development and implementation skills. The participants are from 3 stakeholders EFL teachers (n=208) who taught English at universities, schools, and language teaching institutions, teacher educators (n=15) who were university instructors and educated MA and PhD students of TEFL, and teacher trainers (n=32) who mainly prepared EFL teachers for teaching at private language teaching institutions, were identified and participated in this study. The writers put himself as a researcher because he wants to know the teachers’ knowledge about CALL and the obstacle of implementation CALL in classroom. I agree with the writer that believe teacher should be able to be a contributor. This implies that EFL teachers are supposed to develop specific materials development expertise when they use technology and computers in their EFL teaching. And also The author showed the evidence that the use of CALL materials should be compatible with the demands of the particular context and needs of different EFL stakeholders. In addition, the EFL authorities can prove the way for creating flexibility in the Iranian EFL curriculum so that the inclusion of CALL materials and technology became a feasible.

            The fourth article is The effect of computer Assisted language learning in Teaching English grammar on the achievement of secondary students in Jordan by Abdallah Abu Naba'h, Jebreen Hussain, Aieman Al-Omari, and Sadeq Shdeifat. They developed an instructional program to teach the passive voice and find out its effect on the achievement of students in the first secondary stage. The program was based on Macro- Media Flash Professional Version 6. The sample of the study consisted of (212) students distributed randomly on four experimental groups and four control groups. The instruments of the study were an instructional software program for teaching the passive voice and an achievement test. An Analysis of covariance was used to find out the effect of the instructional program on the students’ achievement in the passive voice. The results indicate that computer-based instruction can be an effective method of teaching L2 grammar. Teaching grammar with CALL in secondary school should be investigate more. My opinion, teaching grammar should be serious and complete. Because grammar is the important things when we want to learn a language. The use of computer in teaching grammar is really good perception but teacher should have an extra preparation to create the material. It should be considered again when teacher decided to use CALL in teaching grammar.

            The fifth article is attitudes of students at Saudi Arabia’s industrial colleges toward CALL by Sultan A. M. Arishi. The purpose of this study was to identify the students’ attitudes towards Computer-Assisted Language Learning in the English programs during their preparatory year in industrial colleges in Saudi Arabia. Having this knowledge will enhance researchers’ and officials’ understanding regarding the most effective way to run English programs. Seventy students who were enrolled in the orientation year of an English program were chosen to participate in this study by expressing their attitudes toward CALL. Standardized and local instruments were used along with interviews and observation techniques to collect data. The results of the study showed that students hold positive attitudes, so we can also assume that they accept the computer as an effective teaching aid in learning English. The positive attitudes were expected, and this can be attributed to several factors. First, students feel that CALL helps them to make greater progress, which leads to their success in the course. Another factor is that students have a background of computer usage, so they want their programs to use computers. One more factor is that these days’ students are more aware of the importance of technology in learning than those in the past. I support this article because the use of CALL helps students learn better and more independently, and gives them the ability to have more control of their learning and to have more opportunities to practice English. And I’d like to support the evidence that showed the writer about the curriculum, the use of software must be suitable with Arab’s culture and the facilities should be support the implication of CALL.

            All things considered, it seems reasonable to assume that the use of CALL in EFL classroom can improve students’ vocabulary, reading comprehension and grammar positively rather than use traditional way without computer. Teacher teach more conducive if teacher can prepare CALL material. Unfortunately, many teachers cannot implement CALL on their classroom because the lack of abilities. To make it clear, EFL teacher should know about media literacy to be able to create and produce CALL material

References

Naraghizadeh. M & Barimani. S, (2013), The effect on CALL on the vocabulary learning of Iranian EFL learners, Journal of Academic and Applied studies, Vol. 3 (8), Page 1-12

Nabaih. A , Hussain. J, Al-Omari A, and Shdeifat S, (2009), The effect of computer Assisted language learning in Teaching English grammar on the achievement of secondary students in Jordan, The international Arab Journal of Information technology, Vol 6 (4), Page 431-439

Bhatti Muhammad. T, (2013), Teaching reading through CALL, Teaching English as a second language or foreign language journal, vol 17 (2), page 1-11

Dashtestani R, (2014), EFL teachers’ knowledge of the use and development of CALL materials, Teaching English with technology journal, Vol 14 (2), Page 3-26

Arishi Sultan A. M, (2012), Attitudes of attitudes of students at Saudi Arabia’s industrial colleges toward CALL, Teaching English with technology, Vol 12 (1), Page 38-52

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