7/28/2019 Jay's PhD Dissertation Defense http://slidepdf.com/reader/full/jays-phd-dissertation-defense 1/61 The Effectiveness of Computer Assisted Language Learning Programs for Enhancing English Learning among Students of Limited English Proficiency A Dissertation Defense by Cheng-Chieh Lai October 06, 2008 Chair: David E. Herrington, Ph.D.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
to gain a comprehensive understanding of theeffectiveness of Computer Assisted LanguageLearning (CALL) programs on English as aSecond Language (ESL) education for diverseEnglish language learners and instructors
to provide the results as a reference to
educational leaders and administrators whoare considering the use of CALL programs fortheir English instruction programs.
There is no statistically significant difference in LEP students’ perceivedUsefulness of CALL programs for enhancing their English learningamong (between) their
Ho6~Ho10:
There is no statistically significant difference in LEP students’ perceived
Ease of Use of CALL programs for enhancing their English learningamong (between) their
May provide educational leaders and administratorsa view of the problems associated with current uses of technology in ESL education
May present an assessment tool that educationalleaders and administrators may use to determine thedegree to which technology investments are effective within specific populations
May encourage ESL instructors to adopt CALLprograms as a viable educational alternative andinspire students to promote language abilitiesthrough the application of CALL programs
Research Methods (cont.)Quantitative TAM in CALL Questionnaire was modified from Davis’ Technology
Acceptance Model
Six language translation versions: English, Spanish, French,
Korean, Traditional Chinese, and Simplified Chinese. The response scale was a 5-point Likert scale which assigned numerical values
for each response:
Strongly Agree = 5 Agree = 4 Neutral = 3
Disagree = 2 Strongly Disagree = 1
Descriptive statistics were used to describe demographic data
One-way ANOVA statistical method was employed to examine thedifference between LEP students’ individual backgrounds and their“Usefulness” and “Ease of Use” perceptions of CALL programs.
Using computers and the Internet in my English learning can enable me to achievea higher English level more quickly 324 3.81 1.080
Using the computer software, such as Word, PowerPoint, and Multimedia, canimprove my English learning performance 323 3.76 1.036
Using email, electronic discussion board, or online chat-room can provide memore opportunities for communicating and interacting with my ESL teachers andpeers
324 3.82 1.110
Using the computer learning software and the Internet's World Wide Web canhelp me get more ESL learning resources and materials to enhance my Englishlearning
324 3.87 1.059
Using the computer learning software and the Internet's World Wide Web canexpose me to the American culture as well as learning English 324 3.77 1.081
I believe that computer technologies and ESL learning software are useful forfulfilling my ESL learning goals 324 3.86 .990
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.926 .926 6
Perceived “Usefulness” of CALL programs
The result showed that this instrument is reliable.
I am willing to study English with the computer because I find that itis easy to get the computer to do whatever I want it to do, wheneverand wherever I choose
318 3.57 1.184
It is easy for me to use the computer software, such as Word,PowerPoint, and Multimedia, as tools for showing my Englishlearning progress
318 3.66 1.068
I have no problem using email, electronic discussion board, oronline chat-room to communicate and interact with my ESLteachers and peers
318 375 1.063
When I use the computer learning software and the Internet’s World Wide Web, I find that it is easy to gain the ESL learningresources and materials what I need them.
318 3.75 9.76
I find that it is easy for me to learn more basic knowledge of Englishand American culture through the computer and the Internet 318 3.64 1.022
I believe that operating the computer and using computer assistedlanguage learning programs is easy 318 3.80 .993
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.914 .916 6
Perceived “Ease of Use” of CALL programs
The result showed that this instrument is reliable.
There is no statistically significant difference in LEP students’perceived “Usefulness” of CALL programs for enhancing Englishlearning among their native language backgrounds as measured by
English learner’s native language was a factor that yielded a significant difference in LEP students’perceived “Usefulness” of CALL programs forenhancing English learning
Three reasons may contribute to the result:
1. Digital Divide (International Telecommunication Union, 2003)
A student who lives in a higher Digital Access Index (DAI)scoring country may have more opportunities to get the benefits of computer technologies and the Internet, and cangain more opportunities to increase their individual computerliteracy skills (International Telecommunication Union, 2003).
Students of varying levels of English proficiency in English dohave differing perceptions of the use of technology (Doll, 2007).
Lower level of English proficiency students were enthusiasticabout the CALL environment; higher level of Englishproficiency students need more significant learning inputs andmight be difficult to perceive an improvement through regularCALL programs for their English skills (Hayes & Hicks, 2004)
Null Hypothesis ThreeThere is no statistically significant difference in LEP students’perceived “Usefulness” of CALL programs for enhancing Englishlearning, as measured by TAM in CALL Questionnaire, amongdifferent age groups.
To further examine the differences, a Scheffe test was conducted.However, there were no the mean difference between each age groupand a p value shown in Scheffe test.
A Least Significant Difference (LSD) test was conducted.
The result yielded a significant difference between the following pairsof age groups:
1. “under 20 years old” and “31 to 40 years old” age groups ( p = .002)
2. “under 20 years old” and “41 to 50 years old” age groups ( p = .002)3. “21 to 30 years old” and “31 to 40 years old” age groups ( p =.001)
4. “21 to 30 years old” and “41 to 50 years old” age groups ( p =.002)
LEP student’s age range was a factor that causedsignificant differences toward students’ “Usefulness”perceptions when using CALL programs
Three reasons may contribute to the result:
1. Generations
2. Levels of English Proficiency
3. Duties
According to the qualitative interviews, the older students hadto spend more time on their jobs and household duties. They had very little time for English study or computer use at home.This might account for some of the difference in “Usefulness”scores between age groups.
The age difference could not be regarded as an influentialfactor affecting older adults engaging in Web-searchingactivities…….. If we can provide more trainings and
opportunities to older adults, older adults may overcomethe age difference and enjoy the benefits of computertechnologies more than younger users (Kubeck, Miller– Albrecht, & Murphy, 1999) .
There is no statistically significant difference in LEP students’ perceived“Usefulness” of CALL programs for enhancing English learning among theirgenders (previous educational levels, and previous technology experiences).
* p < 0.05
the p value is greater than the criterion p value of .05 which indicates a failure toreject Null Hypotheses Two, Four, and Five .
Sum of Squares df Mean Square F Sig.
Gender
Between Groups 50.731 1 50.731 1.734 .189 Within Groups 9334.092 319 29.260
There is no statistically significant difference in LEP students’perceived “Ease of Use” of CALL programs for enhancing Englishlearning among their native language backgrounds as measured by
Student’s native language and culture background may influence his or her perception regarding the use of computer technology for enhancing their learning (Zoe &DiMartino, 2000).
Through the qualitative interview, one ESL instructorpointed out that Asian students are often good at computertechnology. Their countries usually have more technology infrastructure, so they can get more technology exerciseopportunities.
The transfer of prior linguistic and cognitive knowledgefrom the first language to the second language is arequisite learning process for LEP students (O’Malley &Chamot,1990) .
There is no statistically significant difference in LEP students’ perceived “Ease of Use” of CALL programs for enhancing English learning among their genders ( agegroups, previous educational levels, and previous technology experiences).
* p < 0.05
the p value is greater than the criterion p value of .05 which indicates a failure toreject Null Hypotheses Seven, Eight, Nine, and Ten .
1. may not totally align with beginning level English learners’needs;
2. may reduce English learners’ opportunities to explore otherlearning resources; and
3. may increase the teaching and learning loads
LEP students: over-use of CALL programs may influencetheir spelling ability . The spell-correcting function of CALLprograms may help to recheck their writing, but it may prevent them from learning to spell.
“The use of the computer does not constitute a method.Rather, it is a medium in which a variety of methods,approaches, and pedagogical philosophies may beimplemented” (Garrett, 1991, p. 75).
No matter what many functions CALL programs provide,they are still no more than media for teaching andlearning. The effectiveness of CALL programs does notlie in the medium alone but in how the programs areused and the quality of personal teaching and guidancethat accompany them.
Computers play various roles that deeply impact ESLteaching and learning methods (Warschauer & Kern,2000; Wiazowski, 2002)
The theoretical framework underlying CALL programs is very difficult to define because CALL programs exist inso many different forms. The specific role of CALLprograms often depends upon different needs anddifferent situations (Kemmis, Atkin, & Wright, 1977;Higgins, 1988, Taylor, 1980).
A. The variety of CALL programs permits different users to addressdifferent learning goals and produce different learning results.
B. Because there are no solid guidelines and standards, some instructors andstudents become confused with the functions and abilities of current CALLprogram.
Software of CALL programs is still imperfect, and theirfunctions are limited. Due to the limitations of computer’s artificial intelligence, current computertechnology is unable to deal with learner’s unexpected
learning problems and response immediately as teachersdo (Warschauer, 1996).
The reasons for the computer’s inability to interacteffectively can be traced back to a fundamental difference
in the way humans and computers utilize information(Dent, 2001).
LEP students come from different countries and havedistinct learning habits and attitudes toward the use of technology for enhancing English learning. It is importantthat educational leaders and ESL instructors pay greater
attention to students’ personal factors and their learningneeds.
When investments in CALL programs are made, it isimportant that the CALL programs be useful and easy to
use for all populations served. Failure to evaluate CALLapplications continuously and to make improvements inthe development and deployment of CALL software canresult in non-use or ineffective use.
Lack of technology knowledge is a major barrier to realizethe advantages of CALL programs. Educational leadersand administrators should face the problem and developtechnology training plans to ensure that all ESL teachers
and LEP students have the knowledge and skills to apply CALL programs in their teaching and learning.
To identify what role CALL programs played in the
classroom is important because each instructor’s andstudent’s perceptions of the roles of CALL programs willfurther influence their decisions on how to apply CALLprograms in their language teaching and learning.
To overcome the price problem and ensure each studenthas the equal opportunity to get CALL programs forenhancing their English Learning, educational leadersand administrators may have to negotiate with computer
producing factories and software companies to reduce theselling prices of computers and CALL software.
To improve the artificial intelligence and the ease of use
problems, educational leaders and administrators may have to communicate with software designers to designmore appropriate CALL programs for ESL teaching andlearning.
A study could be conducted to address different learninggoals that produces different results.
A study could be conducted to focus on more humanintelligence of CALL programs to understand the language
learners’ needs. A study could be conducted on personal factors related to
students’ learning needs and personal circumstances.
A study could be conducted on how educational leaders and
administrators can develop policies and strategies that willsupport more effective and efficient systems for purchasingand maintaining CALL applications that will assist Englishteaching and learning.
A study could be conducted on how educational leaders andadministrators can develop and implement training plansto ensure that all ESL teachers and students have theknowledge and skills to apply computer technology in their
teaching and learning. A study could be conducted about the role of computer
technology within the context of the second languageinstruction.
A study could be conducted that specifically focuses on thethree major barriers: price, artificial intelligence, and easeto use.
A study could be conducted on ways technology has becomea powerful force in education.