Graded Assignment 1 : Article Summary

COMPUTER APPLICATION in LANGUAGE LEARNING
(ENGL 4740)

TASK 1
Summary of an article;
Adopting CALL to Promote Listening Skills for EFL Learners in Vietnamese Universities
by Lan Luu Thi Phuong
University of Auckland, New Zealand

Instructor: Dr Rozina Abdul Ghani

Section 1

By:

Asma’ Binti Ab Razak (0921578)

Aimi Farhein Binti Ramli (0921742)

Julaiha Shazmira Binti Malizan (0923078)

Introduction

This article was written by Lan Luu Thi Phuong based on her research which indicates that listening skill is very important in foreign language learning and is increasingly demanding. However, research in this area of skill is still limited. Lan Luu Thi Phuong in her research aimed to discover how Computer Assisted Language Learning (CALL) activities influence academic listening skill of English as a Foreign Language (EFL) learner, teachers’ attitudes towards computer use and the teachers’ computer skills in language teaching. The study was conducted in Vietnamese tertiary institutions.

CALL and Listening Skills

Computer-based materials include computer courses, learning programs, software, games and web-based materials that were designed for language learning purposes. Most of these materials are authentic, readily applicable, up-to-date and free, and can easily be accessed by the students online, even through their phone. These materials create more opportunities for the students to improve their listening skills and encourage them to participate in the class actively. A research by O’Bryan & Hegelheimer (2007) stated that podcast that was meant to facilitate listening instruction, has also resulted in positive attitudes for both the learners and the teachers. In general, Bingham & Larson (2006) and Puakpong (2008) agreed that CALL-based listening instruction enhances students; listening ability and has a positive effect on their attitude.

Listening Skills and CALL Materials Selection

However, as the English learning websites are expanding numerously, the teachers then need to choose the right materials before they use it in the class, by evaluating it beforehand. Yang & Chan (2008) highlighted that many websites for language learning are not specific enough and did not provide any complete criteria for language learning as it did not actually facilitate both the students and the teachers, and only relying on theories without any empirical supports.  Chapelle & Hegelheimer (2004) however, said that these websites, programs or games, still can be a good guide for teaching after a few adjustments. The websites, programs and games need to comply with the rules and the listening syllabus provided by the department.

Methodology

This research used both the qualitative and quantitative methods. Data obtained before and after the intervention (program) were integrated and compared. This method provides better understanding and can compensate the research weaknesses. The quantitative measured the teachers’ responses through closed-ended question regarding the use of computer and their students’ scores. Open-ended question were also used and evaluated using qualitative method. The teachers participated in this research were chosen based on their answers in a questionnaire that measured their attitude towards CALL and their level of computer skills. During research, a class of participants received online resources as their teaching supplement. However, the other four classes of participants also received extra supplementary listening books and their teaching sessions were also involved the use of computer.

Results and Discussion

Effects of the intervention (program) on EFL teachers

The research carried out had two phases, before and after training. Thus, the distibution of pre-questionnaire and post-questionnaire. The pre-questionnaire result shows that more veteran teachers showed negative attitude towards computer use in language teaching while the younger generation teachers showed more neutral and positive attitude. As for the teacher in between two, they showed more negative and neutral responses. In addition, at the beginning the teachers were quite lacking in confidence. However, after the training program worth twelve weeks, post questionnaire was distributed. The result had shown more positive responses of the teachers to computer use in teaching listening. Not only that, they also believed that computer will facilitate them in improving the teaching content and enable them to be closer to the students. The teachers also believed that computer can help them save a lot of time and can be spared on the other listening activities.

Effects of the intervention (program) on EFL students

As for the students, the performances of the two classes, the one that received extra supplementary materials for listening together with computer use and the one that only received online resources were compared through a test designed to measure their scores. For the latter group, there was no significant difference for before and after the program. However, the former group showed a significant improvement. This improvement may suggest that the use of computers in teaching listening can be a great help in enhancing the students performances in learning English.

Conclusion

Lan Luu Thi Phuong elaborated that this study will be a great help in teaching English in Vietnam by stating that this study will contribute in listening skills’ teaching through the application of CALL theories contextually. She added that by training the teachers to identify the effects of applying the listening activities as suggested by CALL, they can promote and improve listening skill better thus motivate both the teachers and the students.