Browsing by Subject "Computer-assisted language learning"

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Open Access
A Comparison of computer-assisted vocabulary instruction and teacher-led vocabulary instruction
(2005) Tokaç, Ayşe
This study aims to determine whether the learning of foreign language vocabulary would be better for students who study and revise the vocabulary instruction material in a computer environment compared to students who learn and revise the same vocabulary instruction material in a classroom environment with their teachers. Additionally, the study explored the strengths and weaknesses of the computer-assisted vocabulary instruction. Three groups of students participated in this study. One group was the control group, other groups were the teacher-led vocabulary instruction group and the computer-assisted vocabulary instruction group. The teacher-led group learned and revised the target words using spaced repetition via teacher instruction, the computer group learned and revised the target words using spaced repetition via computers, and the control group learned the target words via teacher instruction while they revised vocabulary massively at one time and did not use spaced repetition.
Open Access
Students' and teachers' attitudes towards the use of computer-assisted language learning at the Preparatory School of Celal Bayar University
(2004) Önsoy, Seden
This study examined how students and teachers perceive use of computer technology resources in language learning and teaching by investigating the attitudes of students and teachers towards computers and the use of computer-assisted language learning (CALL), the similarities and differences between their attitudes and factors that affect students and teachers’ use of CALL program at the Preparatory School of Celal Bayar University. The data was collected through questionnaires distributed to 191 students and 22 teachers in a 30 % English-medium university. In order to get in-depth results, interviews were conducted with 4 teachers based on the results of the questionnaires. The results of the findings gathered from students’ questionnaires revealed statistically significant differences in terms of level of the students. The findings indicated no difference between the attitudes of students and teachers towards computers and the use of computers in language instruction in general. The results suggested that training of students and teachers and an effective curriculum in order to use computer technology in educational settings are required.