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Improvement of reading comprehension through computer-

assisted language learning in Iranian intermediate EFL students

Presenter: Jane Luo

Advisor: Dr. Teresa Hsu

Date:103/12/15

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Citation

Marzban, A. (2011). Improvement of reading comprehension through computer-assisted language learning in Iranian intermediate EFL students. Procedia-Computer Science, 3, 3-10.

Contents 1• Introduction

2• Literature Review

3• Method

4• Discussion & Conclusion

5• Reflection

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Definition of Terms

CALL:

Computer-Assisted Language Learning

ICT:

Information and Communications Technology

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Introduction

Purpose of the study

Research Questions

Research Hypothesis

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Purpose of the study

To investigated the effect of ICT and

more specifically CALL on the quality of

students’reading comprehension in an

Iranian academic setting.

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Advantage of ICT in EFL

enhance the teaching of EFL learners

enhance EFL pupils’ English language

and curriculum learning

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enhance the teaching of EFL learners by providing:

access to EFL pedagogy and expertise

access to culturally and linguistically diverse

resources

access to innovative tools to integrate language and

curriculum learning

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enhance EFL pupils’ English language and curriculum learning by:

providing opportunities to access information in different and helpful forms

creating opportunities for learners to refine, develop and store their language output

creating a focus on English and how it is used

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enhance EFL pupils’ English language and curriculum learning by:

increasing opportunities to use first language to support curriculum and English learning

providing opportunities for learners to become autonomous learners and to practise their skills in particular areas of English

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enhance EFL pupils’ English language and curriculum learning by:

increasing opportunities and motivation to communicate in English

stimulating working, thinking and talking collaboratively which supports EFL learners to process and embed language and curriculum

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Barriers to the Application of ICT

Problem in infrastructures

Lack of training

Weak technical support

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Research Questions1. Does the use of Computer Assisted

Language Learning(CALL) have any impact on the reading comprehension of Iranian intermediate EFL learners?

2. Is there any significant difference between the mean scores of the group taught using CALL-based methods and the group taught using traditional methods?

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Research Hypothesis

There is no significant difference between the means scores of the groups instructed with CALL systems and the control group instructed with traditional systems at the level of P<0.05.

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Literature Review

ICT on Iran

CALL

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ICT on Iran

“investigated ICT use among faculty members of the Iranian institute of industrial and scientific research and found that email was the most frequently used from of ICT use and that university degree and field of study were correlated with the amount of use”

(Ghamsari, 1999)

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CALL

Behaviourist CALL

Communicative CALL

Integrative CALL

The development of CALL into three distinct phases:

(Warschauer, 1996)

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Method Participants

Instruments

Procedure

Research Design

Data Analysis & Results

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Participants

Total 85 students in Iranian

Background from middle and upper class families

The degree of English intermediate level

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Instruments

The proficiency tests : published by Cambridge; developed by

Michigan University Press Computer Laboratory: contain 15computers

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Instruments

Computer Hardware: PCs with graphic, sound cards, speaker, and microphones Computer Software: Windows 98, SPSS 12, and package of “TELL ME MORE Software

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ProcedureEnsure that the students had the same level of skill in English

only 85 people have the required level of language skill and fulfil the purpose of the study

Divided into two experimental groups and two control groups

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Research Design pre-test/pos-test experimental Solomon design

Group ExperimentalGroup

Control Group

Approach Software for reading section

Tradition reading instruction

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Data Analysis & Results

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Discussion & Conclusion

the students who were taught by CALL instructional techniques significantly outperformed the students who were taught by the traditional teacher-centred methods of teaching reading comprehension

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Discussion & Conclusion provides the technical and logistic

support for the fulfilment of theoretical tenets of communicative approach which emphasizes a more humanistic and individualistic learning and which accounts for different cognitive, affective, biological, and socio-cultural variables among the learners.

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Reflection

Let the class get more interesting.

For students

Get more the motivation of learning.

For teachers

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Thank you!