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Presented byMs.Penchan Kongpet
Advised byDR.CHOMPUNOOT MORACHAT
for Matthayomsuksa 1 Students at Kaokam Wittaya School, Ubon Ratchathani
The Development of Computer-Assisted Language Learning
(CALL) as Supplementary Vocabulary Exercises
LOGOThe Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary
Exercises
Introduction
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► Conducted to examine the effect of CALL ► To achieve English learning goals
► Many factors that obstruct the English vocabulary learning in Thai schools. They involve the lack of materials, continuity, qualified English teachers and motivation in the students (Prasansap, 1999)
The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises
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► Betty (2003) suggested that one of the possible ways to support language learning is using visual aids such as Computer-Assisted Language Learning (CALL) program.
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Raphan (1996) explained that;► A Computer-Assisted Language Learning (CALL)
program has been used for language teaching as it attracted to learners in English language learning.
► It can handle multiple tasks and activities in a single platform.
► Students can get feedback immediately after they get done with the exercises.
► Also, students have opportunities to practice what they have studied in their classroom in a relaxed learning atmosphere.
► It can be changed from being passive learners into active learners.
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achievement before and after using the CALL as Supplementary Vocabulary Exercises
2. To explore students’ opinions toward using the CALL as Supplementary Vocabulary Exercises
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1. Does the CALL as Supplementary Vocabulary Exercises affect the students’ learning achievement?
2. What are students’ opinions toward the CALL as Supplementary Vocabulary Exercises?
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► The findings can be a guideline to develop an effective CALL in other language learning skills on different content areas of language learning.
► The results of the study would be beneficial for vocabulary learning development for secondary level students, or in students of all level who have low motivation toward vocabulary learning.
Significance of the Study
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Kao Kam Wittaya School, Ubon Ratchathani.
► The practices will be covered components of vocabulary learning from English 1.
Scope of the Study
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The findings of the study is to provide useful information about how to use CALL for vocabulary learning and assisted teachers to recognize students’ opinion toward learning program using CALL to enhance their learning achievement.
Expected Outcomes
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Vocab
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1. Vocabulary Learning Strategies2. Vocabulary Teaching3. Using Pictures in Foreign Language Teaching4. Computer-Assisted Language Learning
(CALL) and Vocabulary Acquisition
LITERATURE REVIEW
LOGOCoyne, Kame'enui, & Chard © 200313
Differences in Vocabulary Growth:
Student A Student B
2 words per day 8 words per day
750 words per year 3,000 words per year
What the Research Says About VocabularyTh
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Self-direct learning
Vocabulary learning
Language Learning
General learning
Self-directed learning Vocabulary learning Language learning General learning
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ResponsibilityConfidenceProficiencyAutonomy
Resiponsibilityconfidence proficiency
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word
storycontent
paragraph
sentence
vocabulary
development
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“Growth in reading power means, therefore, continuous enriching and enlarging of the reading vocabulary and increasing clarity of discrimination in appreciation of word values.”
National Society for Studies in Education Yearbook (1925)
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5 Stages of word knowledge (Beck, McKeown, & Kucan, 2002)
Word Know it well, can explain and use it
Know something about it, relate it to something familiar
Have seen or heard the word
Do not know the word
Phonological awareness
Phonics
Phonemic awareness
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Research Base for Vocabulary (cont.)
Learning newconcepts requires active involvement rather than passive definition memorization Stahl, 1986
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VOCABULARY STRATEGIES
WORD PARTS Morphemic analysis Word relatedness
WORD ASSOCIATIONS Word association mapping Illustrate & associate Keyword method Synonym & antonym webs
CONTEXT Read alouds & questioning Redefinition Meaningful sentence
generation Clunk bug
CONCEPT Frayer model Concept definition
mapping List-group-label
CATEGORIZATION Word form chart Word map Word sorts Word books Word hunts
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Vocabulary Learning Strategy
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Helpful Tips for Vocabulary Development:
Promote Natural Growth in Meaning Vocabulary
Promote Lifelong Vocabulary Learning through Indirect Vocabulary Instruction
Promote Learning of Specific Words through Direct Vocabulary Instruction
(Schirmer, 2000)
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Vocabulary Learning Strategy
cognitive memory activation
•Guessing: Activating background knowledge, using linguistic items •Use of dictionaries•Note-taking<Gu,2003>
Rehearsal: Word lists, repetition, etc.•Encoding: Association (imagery, visual, auditory, etc.)<Johnson & Hefferman,2006>
•Using new words in different contexts
<Johnson & Hefferman,20
06>
Metacognitive
• Selective Attention: Identifying Essential words for comprehension•Self-initiation: Using a variety of means to make the meaning of words clear<Chamot:2001>
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Vocabulary Teaching
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Researcher Content
Gairns & Redman, 2003 expose students to new words during lessons. discover new words while reading textbooks and other materials absorbed automatically.
Gray & Eleanor, 2004 activate existing knowledgebegin with something the students know it relaxes them arouses attention and desire for new learning
Loucky, 2006 present the form in contextchallenge the learners to discover the meanings for themselves.
(Thornbury, 2004 for “Direct Method” using real objects or pictures or mime,TPR (Total Physical Response)
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Funded by U.S. Department of
Education
Principles of Vocabulary Instruction
Teach high utility words that appear often across content areas and are key to comprehension.
Present definitions and examples of use in context. Provide multiple exposures to meaningful information about
the word (Stahl & Nagy, 2006). Use cognate knowledge (Dressler, 2000). Teach word analysis and other word-learning skills. Engage students in learning words through talking about,
comparing, analyzing, and using target words.
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Direct Teaching
of Specific Words
Direct Teaching
of Specific Words
Components of
Effective Vocabular
y Instruction
Teaching and Modeling
Independent Word
Learning Strategies
Teaching and Modeling
Independent Word
Learning Strategies
Wide Reading
Wide Reading
High-Quality
Oral Language
High-Quality
Oral Language
Word Consciousne
ss
Word Consciousne
ss
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Using Picture in Language Teaching
Researcher content
Allen, 2004
fun and excitement for learners
Wright (1990)
potential of pictures is so great that only a taste of their full potential can be given
McCarthy, 1992
Pictures do have limitations, many words that cannot be illustrated in a picture.
Slattery, 2004
motivating and draw learners’ attention provide a sense of the context of the language give a specific reference point or stimulus
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free
cheap
personal
fresh
different
picturepicture
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CALL<computer assisted language Learning> and VA<vocabulary acquisition>
researcher content
Pouwel, 1992 easier to develop interactive multimedia now due to recent advancement in CALL design
Peter, 2000 Currently, text, graphics, audio, and video is available to be presented or combined within interactive multimedia. The interaction allows students to learn by doing which in turn increases attention, understanding and retention.
Reed, 2004). CALL can be used to enhance vocabulary of student who need special attention CALL has been effective for developing reading skills of low-achieving elementary students
Reid, 2001). CALL provides teachers with a valuable teaching tool
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Text graphic audio video
Increase attention
understanding
retention
Expand vocabularies
CALLCALL
Text graphic audio video
Increase attention
understanding
retention
Expand vocabularies
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Fun, excitement
Encourage self-direct learning
Reduce time
Help poor student
Easy to develop
CALLCALL
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Teacher’s tool
Interesting environment
New approach
Fun+ excitement
Expand vocabulary learning
Increase retention
Increase understanding
Increase attention
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WHAT IS CALL? Levy (1997).
acronym for computer-assisted language learning CALL - Computer-assisted language learning, sometimes expanded
as computer-aided language learning
tutor and tool A vocabulary flashcard program or set of online grammar exercises would represent tutor uses delivering interactive language learning and practice material-
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What makes CALL suitable for the multi-level ELL classroom?
1. Comprehensible Input- Krashen’s Comprehensible Input Hypothesis (Beatty,
2003)- Customized software:a) Offers assistance when prompted by the learnerb) Allows the learner to select his/her own language
proficiency levelc) May come in the form of computer adaptive testing
(CAT) where the learner is guided towards easier or more difficult tasks based on his/her responses to questions
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What makes CALL suitable for the multi-level ELL classroom?
2. Self-paced Instruction & Lowered Affective Filter- Learners have more control over their own learning
(autonomy).- Slower learners can work at a comfortable pace and can
review material as many times as needed. This may help to increase their confidence.
- Faster learners have more opportunity for accelerated learning and enrichment.
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CALL – computer assisted language learning
CALL computer-mediated communication, allowing
learners to communicate and collaborate with target language culture and its speakers while accessing authentic materials
Data Driven Learning - DDL can cut out the middleman . . . to give the learner
direct access to the data, the underlying assumption being that effective language learning is a form of linguistic research
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CALL – computer assisted language learning
is one innovative approach to language learning
‘situates the learner next to a corpus of authentic material with a search engine and a task’
diverges from our common experience of language learning
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What makes CALL suitable for the multi-level ELL classroom?
3. Opportunities for Collaboration - Students can work in pairs, scaffolding one
another and verbally interacting to solve problems and negotiate answers
- ELLs are encouraged to brainstorm and talk about their learning discoveries
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What are some additional benefits to using CALL?
1. Authentic Tasks- The Internet offers a wealth of resources- Audio and visual clips permit learners to listen and watch native speakers
in realistic, meaningful, cultural environments (Braul, 2006)- E.g., e-mail, discussion boards, computer conferencing, engage learners
in authentic communication
2. CALL Feedback - Is immediate - Software programs can correct student responses instantly or they can
provide hints so that students pinpoint their own mistakes- Tracks the learner’s individual progress
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Pre-Experimental research design using one-group pretest – posttest
Research Methodology
Subjects
Pre-Test
CALL
Post-Test QN
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►Population120 students in Mathayomsuksa 1 in the second semester of academic year 2011 at Kao Kham Wittaya School, Ubon Ratchathani.
►SubjectsThirty students from Matthayomsuksa 1 will be purposively selected to be used as the subjects of the study. They will be studying English 1 subject with the researcher.
Population and Subjects
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►Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises
Research Instruments
► Proficiency test (Pre-test & Post-test)
► Questionnaires
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The construction of research instruments;
Computer-Assisted Language Learning (CALL) This research instruments will construct to
teach vocabulary to students as supplementary vocabulary exercise.
Proficiency test (Pre-Test & Post-Test) This research instruments will constructed
to assess and compare students’ achievement before and after using the CALL as supplementary vocabulary exercises.
Questionnaire This research instruments will construct to
explore students’ opinions toward CALL application.
Research Instruments
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1. Conduct the pre-test with the students in class period 1.
2. CALL as supplementary vocabulary exercises will be used to teach in class from period 2-7.
3. Conduct the post-test with the students.4. Students will be responded questionnaire about
their opinion toward CALL as Supplementary Vocabulary Exercises
Data Collection
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instrument will be analyzed and interpreted in quantitative data analysis.
1. Descriptive statistics, that is, means and standard division provided in SPSS for Windows will be used to analyzed the collected data from proficiency tests and questionnaires.
2. The independent t-test, a comparison between the means of the proficiency test, pre-test & post-test, will be employed to determine the difference of their achievement before and after using CALL.
3. The data from the Likert’s scale will be calculated for the arithmetic means. The means indicated the student’s opinions towards learning through CALL.
Data Analysis
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As members of the community, we must take responsibility for educating all our children –whether ours by birth or otherwise-to uplift
our people as a whole.
E. W. Gordon
If a child can’t
learn the way we
teach,
we will teach
the way he learns…
ADAPTATIONS…
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