1 is call an effective way to learn listening and speaking? —a case study of call model and...

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Is CALL an effective way to Is CALL an effective way to learn listening and learn listening and

speaking?speaking?——A Case Study of CALL Model and A Case Study of CALL Model and

Traditional Learning Model on English Traditional Learning Model on English Listening and SpeakingListening and Speaking

Languages School of Beijing University of Posts Languages School of Beijing University of Posts and Telecommunicationsand Telecommunications

(( 北京邮电大学 语言学院北京邮电大学 语言学院 ))

Liu AijunLiu Aijun （（刘爱军刘爱军）） Liuaijun@bupt.edu.cnLiuaijun@bupt.edu.cn

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I. CALL Stages and Constructivism Theory CALL has developed gradually over the last 30 years and can be categorized in three phases: 1) Behavioristic CALL 2) Communicative CALL 3) Integrative CALL

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ConstructivismConstructivism

Briefly, constructivism's focus is Briefly, constructivism's focus is on on less teacher talk and more less teacher talk and more student talk.student talk.

The very nature of Computer-The very nature of Computer-assisted language learning assisted language learning (CALL) allows for constructivist (CALL) allows for constructivist approaches. approaches. Communication is Communication is learner-centered and teacher learner-centered and teacher talk is minimized.talk is minimized.

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II. The Former Application of Constructivism Theory in Language Teaching and Learning Since constructivism attaches great im-portance to the student-centered communi-cations and interaction, it has somewhat been proved to be effective in listening and speaking in language learning, especially in second language learning.

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Research Questions:Research Questions:

In a College English Learning In a College English Learning situation, students in slow class situation, students in slow class with CALL model would attain a with CALL model would attain a higher proficiency in listening higher proficiency in listening and speaking than those with and speaking than those with traditional learning model, for traditional learning model, for students in CALL environment students in CALL environment may arrange their own learning may arrange their own learning plans freely and focus on their plans freely and focus on their weaknesses accordingly.weaknesses accordingly.

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Research Questions:Research Questions:

In a College English Learning In a College English Learning situation, students in fast class situation, students in fast class with CALL model would attain a with CALL model would attain a higher proficiency in listening higher proficiency in listening and speaking than those with and speaking than those with traditional learning model. traditional learning model.

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III. The Research Design

1.Method2.Instruments and Procedures3.Results 1) Results of slow classes

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Table 1t-test of CET-1 listening scores for

experimental group & control group of slow classes

Groupt-

valueSignifica

nce

Experimental Group (N=30)

vsControl Group

(N=30)

3.013 .000

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Table 2t-test of CET-1 Speaking scores for

experimental group & control group of slow classes

Groupt-

valueSignifica

nce

Experimental Group (N=30)

vsControl Group

(N=30)

2.966 .000

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Table 3t-test of listening scores of pretest and

posttest for experimental groupTest t-value Significa

ncePretest vs Posttest -3.288 .000

Table 4t-test of speaking scores of pretest and

posttest for experimental groupTest t-value Significa

ncePretest vs Posttest -10.115 .000

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2) Results of fast classesTable 5

t-test of CET-1 listening scores for experimental group & control group of fast

classesGroup

t-value

Significance

Experimental Group (N=20)

vsControl Group

(N=20)

3.243 .000

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Table 6t-test of CET-1 Speaking scores for

experimental group & control group of fast classes

Groupt-

valueSignifica

nce

Experimental Group (N=20)

vsControl Group

(N=20)

2.778 .000

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Table 7t-test of listening scores of pretest and

posttest for experimental groupTest t-value Significa

ncePretest vs Posttest -1.342 .191

Table 8t-test of speaking scores of pretest and

posttest for experimental groupTest t-value Significa

ncePretest vs Posttest -2.598 .000

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IV. Conclusion

Statistical analysis revealed that students in slow class with CALL model were significantly better in listening and speaking than those with traditional learning model.

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IV. Conclusion

The analysis also showed that students in fast class with CALL model were significantly better in listening and speaking than those with traditional learning model.

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IV. Conclusion

It has been found that students in slow class performed significantly better in posttest (listening and speaking) than in pretest.

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IV. Conclusion

However, although students in fast class also performed significantly better in posttest of speaking than in pretest, they showed no better in posttest of listening than in pretest.

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IV. Conclusion

From these findings, we may further confirm that CALL is an effective way to study English, especially listening and speaking. And it is indeed a more effective way to the average students or those below average.

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IV. Conclusion

For some top students, since they have already reached a relatively high level in listening or speaking, it is somewhat difficult for them to go for even a higher stage. So teachers should find new ways to stimulate these top students to make greater progress in English study.

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IV. Conclusion

From these findings, we may further confirm that CALL is an effective way to study English, especially listening and speaking. And it is indeed a more effective way to the average students or those below average. Further study is to be done as to whether CALL is also helpful to reading and writing in a wider range.

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