Computer Assisted Language Learning

experienceableness ready reckoners rear be tremendously lend oneselfful wights for slope actors line instruction. They execute information quickly and integrate voice, music, videos, pictures and text into lessons. They can be programmed to trim instruction and test for apiece individual take iner. They can even apply to make savants feel to a greater extent comfortable and willing to take risks, because of their untiring, unjudgmental genius (Butler-Pascoe 199720). While there atomic number 18 galore(postnominal) potential makes to be derived from these machines, the debate now is non whether moreover how estimators should be employ for oral converse instruction.irrespective of the speculated disadvantages of utilize calculators for address instruction, advance by many individual or groups, computers and omen materials be already being employ for incline oral communication instruction and will continue to be utilize. It can be utilise as a mode rn approach towards speech communication teaching and instruction in which the computer is utilized as an aid to the presentation, and as accompaniment and assessment of material to be learned by usually including cockeyeding(a) synergetic materials. Over the years with the emergence of the World Wide nett or the Internet, CALL widened its scope.It has be pay off communicative, active and explorative such(prenominal) that sound recording and video exercises or activities can easily be structured. The economic consumption of nomenclature teaching has gr ingest as years progress to gone by. As observed, interactivity in study becomes a necessary and fundamental mechanism for association encyclopedism and the festering of both cognitive and physical skills (Barker, 19941). To sidereal day, computer engineering can help advocate the communicative approach to accomplishment because it, too, is interested with the inter go through among the instructor and the pupil, a nd the students learning needfully and learning styles. due to the significant changes in minute speech teaching and learning (e. g. the role of the instructor, the role of the learner, the role of multimedia, and the sort the learning process is conducted in the schoolroom cathode-ray oscilloscopes), inter accomplishment has become an increasingly important and relevant argona of landing field in the field of second spoken communication acquisition since it reflects what goes on in learning and teaching processes. Communication is intrinsic to success, efficacious instructional class period as well as individual disco really.The implementation of interactivity can be perceived as an art (Sims 1997) because it expects a comprehensive range of skills, including an sympathy of the learner, an appreciation of softw ar application capabilities, the importance of rigorous instructional determination and the application of appropriate learning materials. The value of the mult imedia and the Internet in the enhancement of fundamental fundamental interaction for language learning can not be disregarded. Warschauer, M. , & Healy, D. 1998) stated that the type of software and the under fetching teachers set for the students have a large effect on the type and quality of students interaction with each other when working in dyads or small groups. With the continuing development of technological advances in the areas of communication and multimedia, the challenge for English (foreign language) classrooms goes far beyond current knowledge ab pop out the effective use of technology. The CALL is a milestone as far as language teaching is concerned.And with that fruition in mind, this study, computing device aid talking to training (CALL) Interactive pedagogics in English Using contrastive sack upsites in San Pablo dewy-eyed aim is presented. Statement of the Problem The world-wide objective of this study is to help improve the English strength and competency of the students in scotch I of San Pablo Elementary crop making it synergistic and communicative use the Computer aided words Learning (CALL) materials imparted through the use of varied English Websites. Specifically, it attempt to answer the following questions 1.How will the CALL technology provide interactive English comprehension, phrase, and authorship exercises? 2. How will the CALL create interaction among the student and teacher? 3. How will the lessons be made interactive and communicative? 4. give this approach be found satisfactory through test response? And 5. Will this approach be found satisfactory by its users? meaning of the Study English learning has become the close to important task for students. At very young age parents send their children to private nurture or classes to enhance their English learning and to provide their children a salubrious foundation in English.However, there are still some(prenominal) problems and dilemmas for st udents in language learning. Most students still could not have effective communication after years of English language learning. Some students have fuss in their expression in an English presentation, although they have higher loads in English tests. Computer has been considered as an important learning tool in the modern second language learning. Computer Assisted style Learning (CALL) has provided amazing opportunities for amend second language learning such as it can motivate students interesting or improve learners alter linguistic skills (AbuSeileek 2007).Nowadays, San Pablo Elementary has 6 computers (2 are originally school property, 4 are personal property of the teachers) placed in a lab room equipped with new hardware and software further its not fully explored and utilized in English language teaching. The study is important due to the following reasons 1. To help improve the English capability and competency of the students in Grade I of San Pablo Elementary Schoo l. 2. To help students learn to interpret new selective information and experiences on their own terms. 3. With the use of CALL more shy students can feel necessitous in their own students-centered environment.This will raise their self-esteem and their knowledge will be improving. 4. through the use of different English Educational Websites students will perform collaborative project where in they will do their best to perform it indoors set time limits. 5. To make the class more interesting and to ontogeny students interest and motivation. 6. To provide informations regarding Computer Assisted Language Learning (CALL). METHODOLOGY There are various concerns considered in this action research. There is no simple finite number of these concerns, nor is there a simple dichotomy mingled with qualitative and quantitative approaches.Indeed, there is an off-cited element in the second language acquisition (SLA) field surrounded by those tecs who esteem qualitative methodologies and those who prefer quantitative ones. Research Design This study is an action research. This study was conducted for the purpose of solving a problem or obtaining information in aim to solve some kind of day to day immediate concern such as how to figure out ship trend to use technology to improve the teaching of grammar in the classroom. To dealt with are the needs and concerns of the students.Data concerning the problem (both qualitative and quantitative) were poised and interpreted. Qualitative- the data collected involve a pre-survey and a function-survey. Quantitative- a test (post-test) administered. Research Procedure The indite of the students background, experience and proximo needs are obtained. The purpose of the needs epitome was to find out whether they agree or disagree on the use of the CALL technology in language learning and to find out their familiarity with the CALL materials and the Internet in teaching the English language. The following are stages co nducted in this study arcdegree 1 Survey by consultationTo help determine the age, gender, needs and experience of the students using a computer, a structured interview were prepared and administered. stagecoach 2 Utilization of the Different English Websites in the Classroom The primary audience for the websites are the Grade I students of San Pablo Elementary school with a particular teacher, the audience used worldwide ESL sites exist which are designed for a certain English language level. It is important to consider a sites purpose, since meaty comparisons of evaluations can be made among sites with the same or at to the lowest degree homogeneous int finish goals, uses and audiences.In this study English websites can be aimly used by the Grade I students of San Pablo Elementary School. Stage 3 The Post Test To help determine the progress of the students in San Pablo Elementary School after taking the lesson using CALL materials. Stage 4 The Post Survey Administered and a nswered by the students after the test- surpass. Research backing and Participants This action research was conducted at San Pablo Elementary located at Block. 14 San Pablo, Tarlac City. The school is categorized as a complete, non-central school, mono- check off having 2 sections each grade level.Computer testing ground provided by the teachers in the school was used. This study used 35 students in Grade I section Daisy. The section is heterogeneous. The data collected for this study will come from the observations and tests taken by the students. An in depth analysis of the collected data was carried out. PRESENTATION AND ANALYSIS OF info A survey interview has been developed in participants home language for the purpose of collecting background information. Based on the pre-survey interview, the researcher collected this data. Table 1 Students Profile No.NameAgeGenderComputer at HomeWith / without Experience in computer 1Banag, Jonie D. 7MNoneWithout 2Bermudo, Mark Anthony D . C. 6M1With 3Boehn, Adrian M. 6M1With 4Butchayo, prank Carlo G. 7MNoneWithout 5Fallorina, Jerry M. 8MNoneWithout 6Gaupo, Gerald7MNoneWithout 7Lacanlale, Christian G. 7MNoneWithout 8Luna, black lovage N. 6MNoneWithout 9Manalili, keister Lloyd C. 6M1With 10Maninang, Emer6MNoneWithout 11Manlapas,Randy A. 6MNoneWithout 12Martinez, Clive Xavier M. 5MNoneWithout 13Morales, Aiveen Nash M. 6MNoneWithout 14Pilariza, Hans Russell L. 7M1With 15Puno, Jerome M. 6MNoneWithout 16Roldan, Rainier T. 6MNoneWithout 7Tolentino, John Michael E. 7M1With 18Uring, Justine H. 6MNoneWithout 19Bautista, Marichell D. C. 6FNoneWith 20Botio, Renalyn M. 7F1With 21Casem, Allyana N. 6F6With 22Castaneda, Rey-ann 7FNoneWithout 23Dizon, Clarisse rejoicing R. 6F1With 24Lacanlale, Clarissa G. 6FNoneWith 25Manlapas, Adrian Mae 6FNoneWithout 25Nucup, Lyka M. 6FNoneWithout 27Obenario, Angelina D. C. 6FNoneWithout 28Padua, Maricar 7FNoneWithout 29Panag, Maiel T. 6F1With 30Pangan, Cristina C. 7FNoneWithout 31Pangilinan, Gloria8FNoneWithout 32Quintos, Jennalyn Y. 6FNoneWithout 33Sabat, Maadrian E. 6FNoneWithout 34Sagadraca, Angelika Joy M. 6 FNoneWithout 35Salas, Jomae V. FNoneWithout There were 35 participants that took part in study. The table shows that the students consist of 19 male and 16 female. One of them is 5 years old, 21 are 6 years old, 11 are 7 years old, and 2 are 8 years old. surface of 35 students, only 6 have their own computer at home and 10 have experience in operating a computer. The second quarter test resultant serves as point of compose in this study. The test is composed of 30 items consisting questions about earshot skills, vocabulary, grammar, knowledge and comprehension. The table below shows the scores of the students and the calculated mean. Table 2 game accommodate Test ResultNo. NameScore 1Banag, Jonie D. 15 2Bermudo, Mark Anthony D. C. 12 3Boehn, Adrian M. 16 4Butchayo, John Carlo G. 20 5Fallorina, Jerry M. 17 6Gaupo, Gerald15 7Lacanlale, Christian G. 16 8Luna , Alexander N. 12 9Manalili, John Lloyd C. 17 10Maninang, Emer13 11Manlapas,Randy A. 18 12Martinez, Clive Xavier M. 18 13Morales, Aiveen Nash M. 19 14Pilariza, Hans Russell L. 19 15Puno, Jerome M. 22 16Roldan, Rainier T. 14 17Tolentino, John Michael E. 22 18Uring, Justine H. 18 19Bautista, Marichell D. C. 14 20Botio, Renalyn M. 21 21Casem, Allyana N. 20 22Castaneda, Rey-ann 12 23Dizon, Clarisse Joy R. 14 24Lacanlale, Clarissa G. 21 5Manlapas, Adrian Mae 24 25Nucup, Lyka M. 16 27Obenario, Angelina D. C. 23 28Padua, Maricar 16 29Panag, Maiel T. 21 30Pangan, Cristina C. 15 31Pangilinan, Gloria12 32Quintos, Jennalyn Y. 22 33Sabat, Maadrian E. 16 34Sagadraca, Angelika Joy M. 18 35Salas, Jomae V. 14 Formula of Mean The mean may often propagation be confused with the median, mode or range. The mean is the arithmetic mean(a) of a set of values, or distribution however, for skewed distributions, the mean is not necessarily the same as the middle value (median), or the most likely (mode). T he arithmetic mean is the standard average, often barely called the mean.Total scores602 . Mean= Number of cases M= 35 Mean= 17. 2 November 3, 2010 marks the first day for Third Quarter period and ended January 20, 2011. In this period of time the Grade I students of San Pablo Elementary School had undergone the said study. The children were exposed to different English websites that cater different reading, speaking, listening, grammar, and vocabulary exercises. The teacher serves as the moderator that helps and guides the students on operating the computers and explaining further instructions and directions.The researcher focuses on three English websites and these are the following 1. Agenda Web Hundreds of Free English Exercises (http//www. agendaweb. org/) 2. English Interactive (http//www. englishinteractive. net) 3. Calluni. net (http//www. calluni. net) The said websites have different activities that are suitable for primary grade level taking up English lessons. CALL P rograms designed for teaching grammar include exercise and practice on a single topic (Irregular Verbs, Definite and vague Articles), drills on a variety of topics (Advanced Grammar Series, English Grammar Computerized I and II), games (Code Breaker, Jr. steep Grade Builder), and different programs which are specifically designed to elevate second-language listening (Listen ), multimedia programs for second language learners (Accelerated English, Rosetta Stone), and multimedia programs for children or the general popular (Aesops Fables, The Animals). Pronunciation programs (Sounds American, Conversations) generally allow students to record and playback their own voice and par it to a model. Several comprehensive multimedia programs ( premierhand Access, The Lost Secret) include similar features.Reading programs designed for ESL (English Second Language learners and tutorials designed for children or the general public (MacReader, Reading Critically, Steps to Comprehension). and games (HangWord). Also included are more general educational programs which can assist reading (Navajo Vacation, The Night beforehand Christmas) textual matter reconstruction programs allow students to manipulate letters, words, sentences, or paragraphs in order to put texts together. They are usually inexpensive and can be used to support reading, writing, or discussion activities.Popular examples include Eclipse, Gapmaster, Super Cloze, Text Tanglers, and Double Up. Vocabulary activities includes drill and practice programs (Synonyms), multimedia tutorials (English Vocabulary), and games (Hangman, Scrabble). Teacher and learner roles The distinct roles in the laboratory are compared and differentiated from the roles assumed in the traditional classroom. The researcher noticed a big difference between a traditional classroom setting and a laboratory setting using the CALL technology. Various factors influenced the way students and the teacher interacts.The teacher and the compute rs interact and interpret their roles in the laboratory. Warschauer, 1998 says that when multimedia is used the role of the teacher as authority source and expert changes. Hence, the teacher does not dominate the foundation and does not do most of the talking. Besides, he or she does not direct and redirect the development of the topic, pose display questions, nominate students as conterminous speakers, or evaluate individual students contributions, all of which is the norm in traditional teacher-fronted EFL (English Foreign Language) classrooms.There are several aspects that determine the role of the students in the laboratory setting. The researcher noted that the setting, the tools (the computers), the personality of the students, and the way in which the teacher establishes the teaching learning activities as well as the way that he or she interacts with them plays an important role in the laboratory classroom setting. These aspects are interrelated each other and in the next section they are expanded. In the traditional classroom students are more willing to commit attention to the teacher lecture.In contrast, at the laboratory, according with Huang 2000 the student-teacher communication seemed to be blocked to some extent by the layout of the computer lab. Physically, the computer laboratory is larger than the traditional classroom. The physical distance enlarged the psychological distance. It has the aptness that the cardinal-way communication between the teacher and the students turned to be the one-way teacher to student communication. During the development if this research and from time to time the researcher ncouraged her students to interact with each other. She constantly asks herself the way to combine more interaction into the laboratory learning activities more often than she does. To enrich the interaction, she tried and goaded what strategies will work and how to do it. Therefore, using the instructional guides that she has designed, s he made suggestions and she ofttimes encouraged her students to employ new strategies to promote multiple-level interaction in the lab.She has move toward interaction taking place between the learner and the content, the learner and the instructor, and between learners. Traditional classroom roles are considerably changed. There are two main types of roles that appear at the lab. On the one hand, by the temper of the setting there are a number of roles which emerge and come into sight. On the other hand there are also a number of roles that learners begin to have. In the computerized classroom there are some roles that emerge which are very different from the traditional classroom.For instance, high interactive computer programs have the power to catch student attentions sometimes, this power that multimedia technology induces over learners is so high till the point that at times students got so concentrated in the computer proposed activities that they ignore the teachers instruc tions. The role of the teacher changes from source of knowledge to instigator, promoter, coach, helper, model, and guide of knowledge construction. It is not easy to change the teacher traditional role of simply showing students how to do things and providing then with the answers they seek.It would be much better to require students to engage in activities that make them be critical thinkers using computers as a learner partner. After three months of the intervention using the Computer Assisted Language Learning engineering the children took up their Third Quarter Test that serves as the Post Test for this study and employed post survey interview which was intended to collect data on participants attitudes toward learning English with CALL technology, and their perception of CALL technology.The table below shows the result of the Third Quarter Test taken up by the students in Grade I students together with the previous scores taken on the First Quarter Test. Table 3 Test result Fro m First to Second Quarter No. NameScores Second QuarterThird Quarter 1Banag, Jonie D. 1520 2Bermudo, Mark Anthony D. C. 1221 3Boehn, Adrian M. 1628 4Butchayo, John Carlo G. 2023 5Fallorina, Jerry M. 1722 6Gaupo, Gerald1525 7Lacanlale, Christian G. 1627 8Luna, Alexander N. 1225 9Manalili, John Lloyd C. 1726 10Maninang, Emer1326 11Manlapas,Randy A. 1827 12Martinez, Clive Xavier M. 825 13Morales, Aiveen Nash M. 1924 14Pilariza, Hans Russell L. 1923 15Puno, Jerome M. 2220 16Roldan, Rainier T. 1419 17Tolentino, John Michael E. 2226 18Uring, Justine H. 1825 19Bautista, Marichell D. C. 1422 20Botio, Renalyn M. 2129 21Casem, Allyana N. 2030 22Castaneda, Rey-ann 1221 23Dizon, Clarisse Joy R. 1419 24Lacanlale, Clarissa G. 2118 25Manlapas, Adrian Mae 2430 25Nucup, Lyka M. 1627 27Obenario, Angelina D. C. 2329 28Padua, Maricar 1620 29Panag, Maiel T. 2126 30Pangan, Cristina C. 1521 31Pangilinan, Gloria1218 32Quintos, Jennalyn Y. 2221 33Sabat, Maadrian E. 1618 4Sagadraca, Angelika Joy M. 1819 35Sa las, Jomae V. 1424 The supra table shows the fit result of the Third Quarter Test. Table 4 Test Result (Second Third Quarter) Quarter TestNumber of Cases Number of ItemsHighest ScoreLowest ScoreTotal Number of scoresMean Second3530221260217. 2 Third3530301882423. 54 The table number four shows the big difference between the scores of First to Second Quarter Test. After conducting the test run students were asked if they find the program satisfying. 33 of the students answered yes and still hoping for some more lessons using CALL technology. of the students answered no because for them CALL is a much complicated way in studying the English subject. Summary of Findings Based on the data gathered in this research CALL technology in the classroom provided a context in which opportunities for English development are enhanced, since students are motivated to extend their efforts and resources in order to meet the demands of real communication in a social context. It also entails meaning ful use of the fag language and demands teachers and students to treat language as a medium of communication.The second quarter result shows a great improvement compared to the result taken last quarter. The program works best with individual users, but pair work would also be possible. Use in the classroom role would be dependent upon the availability of computers. CALL technology proved an effective tool for language learning and teaching. Although Internet is more affordable and addressable today than ever before, unfortunately and patronage the incredible advances and advantages, not very many English as a foreign language students and teachers benefit from its potential. Computers have a eaningful application in the area of foreign language teaching and learning. The incorporation of CALL into the curriculum and language programs is important but there is a need to integrate it into the course goals, based on research practices. In addition, this may provide opportunities fo r authentic language practice. most all the student who undergone the program find the program very satisfying and keep on asking for more lessons with the same strategy of teaching. refinement Computer Assisted Language Learning (CALL) for program line English to fresh Learners (TEYL). The computer is a childs wonderland.The use of CALL software such as Windows Messenger, E-mail, the Internet, and other specific and non specific software can be integrated using effective pedagogy to create a powerful language learning program. Computer Technology offers a certain degree of freelancer and structured learning. It easily assists and even stimulates young second language learners in all four skills of listening, speaking, writing, reading and also critical thinking (Cobb & Stevens, 1996). Technology has the potential to play a major role in English or foreign language learning and instruction.The story of CALL suggests that the computer can serve a variety of uses for language te aching. It can be a tutor which offers language drills or skill practice a stimulus for discussion and interaction or a tool for writing and research. With the advent of the Internet, it can also be a medium of orbicular communication and a source of limitless authentic materials. But as pointed out by Garrett (1991), 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 be implemented (p. 5). The effectiveness of CALL cannot reside in the medium itself but only in how it is put to use. Recommendation In the contemporary educational environments, it is a pity, that there are some schools that despite the fact of having a computer room which is privilege, there is not a full possible exploitation of that source of knowledge. Many people and some teachers feel uncomfortable with technology even there are times when they get scare of it in that case, the best way to overcome this appreh ension is facing it by solving as many computer exercises as possible.An important implication of this study is to foster the use of computer back up learning without neglecting the mystery that covers up the uses of new technologies. Teachers especially from government owned schools should have opportunities such as trainings and seminars about the use of computer and how it would be used in teaching Teachers computer literacy is important. A feeling of satisfaction is received and accomplished when teachers and students discover that computer provides another(prenominal) way to acquire knowledge. It enhances motivation and promotes interaction.In traditional classrooms, interaction has been particular(a) because of minimal physical possibilities or because of teachers lack of training in using technology.. Working with computers is a joint of motivational elements that makes the students participation more free and spontaneous. It is frequent that students bring English music c ompact discs to the laboratory. Those elements also promote interaction and new roles for both students and teachers. Therefore, students have more responsibility, risk taking, interaction and self-evaluation criteria towards the autonomous learning.The teacher should take individual differences in preferences, and ability into narration. For example, interactivity is hold when there is only one way of navigating the internet, and the materials are presented in a rigid manner. There are more ways of navigating the internet and many different possible topics to explore. Students can select different activities to read and study. Different aspects of every day life and people work are listed to account for individual differences in ability, and preferences.The Department of Education should help in improving the computer laboratories of each government school and for those who has no computer at all. They should also consider applying an Internet connection for each school that can not only be used in teaching but also in easy communication of the school to the main might or division. It can also serve as an easy way of submitting reports and help decrease the paper works for the teachers and principals. Teachers should also take a rigid guidance on the students on how they will use the computer and the internet in searching for knowledge.Students should always be properly manoeuver while surfing the internet for them to be protected about the prohibit influences of the internet. Bibliography a b Levy M. (1997) CALL context and conceptualisation, Oxford Oxford University Press. a b Schmid Euline Cutrim (2009) Interactive whiteboard technology in the language classroom exploring new pedagogical opportunities, Saarbrucken, Germany VDM Verlag Dr. Muller. a b Lamy M. -N. & Hampel R. (2007) Online communication in language learning and teaching, Houndmills Palgrave Macmillan. test L. & Kukulska-Hulme A. (eds. (2008) Special edition of ReCALL (20, 3) on Mobile Assisted Language Learning. Davies G. & Higgins J. (1982) Computers, language and language learning, London CILT. Bush M. & Terry R. 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