annotated bibliography

Computer Assisted Language Learning

     In this annotated bibliography i have chosen ten articles that deal with computer assisted language learning, the history of this field and its contribution to language learning. There are several studies that were conducted to examine the significance and the fundamental role of CALL in the educational fields. There are actually some variables that affect the outcomes of CALL: learner autonomy, teacher education and the type of software that will be used. Actually, I have focused in this  paper on the articles which talk about mobile assisted language learning because it it’s the new trend of CALL and leaners seem to use mobile devices more than computers for several reasons.

First article:

Ahmad, J. (2013, April 18). Dr. Jameel Ahmad, an Associate Professor on Mobile Assisted Language Learning in KSA [video file]. Retrieved from https://www.youtube.com/watch?v=sQ9Ob4cBWKE

In this video, Dr, Ahmad Jameel talks about his study and present a presentation in which he discusses MALL. At the beginning of this presentation, the presenter shows the technological changes in Saudi Arabia, then he demonstrates the advantages of using mobile devices. He has conducted a survey to analyze the performance of mobile assisted language learners and non-mobile assisted learners, which proves a significant difference  between them at the level of vocabulary. Then he mentions some reasons that show why the performance of mobile assisted language learners is better these reasons are: a) learners frequently revise the new vocabulary, b) mobile devices are more handy, and c) with the ease of internet students or learners can check any information whenever and wherever they want.

Second article:

Barrs, K. (2010). Simplifying the technological enhancement of language learning. Jaltcalljournal, 6(3), 251-258. Retrieved from  http://journal.jaltcall.org/articles/6_3_Barrs.pdf

This study demonstrates how teachers can integrate and normalize technology to enhance their language classes. The author of this article is an English language teacher and here he presents the idea of 'teaching techbox'. A ‘teaching techbox’ is the name the writer gives to his box of technological tools, including a mobile phone with camera, video camera, timer, bell, dice, and paper scraps, which he takes to each class. He uses all these items with his Japanese students who are learning English language. So, he makes his students to capture and store the board-work with their mobile phone, then they upload the pictures to their class's blog. The students also make a short presentation individually and he records the segment on his video camera, give the digital file to the student. So, students can analyze their work and evaluate themselves. Finally, the author suggests that teachers who are interested in technology and want to enhance their classroom activities can make their own ‘teaching techbox’ an integral part of their classroom.

 

Third article

Chapelle, C.A. (2008). Computer Assisted Language Learning. In B. Spolsky & F. M. Hult (Eds.),  The handbook of educational linguistics (pp. 585-595). Malden, USA: Blackwell Publishing Ltd.

The chapter explains the fundamental role of technology in second and additional language learning. Today it is difficult to discuss language curriculums without considering the options offered by CD-ROMs, electronic resources such as dictionaries and the communication and information offered on the Internet. The chapter then talks about some factors that affect CALL's programs: configuring learning through technology, learner autonomy and teacher education, then it present some descriptive studies of technology use. The author concludes the chapter by showing the need for critical research agendas whose goal is to determine who chooses which technologies and for what purposes and why.

 

 

Fourth article:

Chinnery, G.M. (2006, January).  EMERGING TECHNOLOGIES Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10, No.1, 9-16. Retrieved Sep. 28, 2014, from http://llt.msu.edu/vol10num1/emerging/default.html

This article presents a brief  historical overview of mobile assisted language learning by showing some educational institutions' attempts to make mobiles as a part of the learning process. Mobile technologies offer numerous practical uses in language learning and its learning environments might be face-to-face, distance, or online. Actually, this approach includes several kins of devices besides cell phones, there are personal digital assistants (PDAs) and the iPods. Then the author concludes the study by showing some challenges and limitations of MALL such as  screen sizes, virtual keyboarding and  limited power.

 

Fifth article:

Constantinescu, A. (2007, Feb). Using technology to assist in vocabulary acquisition and reading comprehension. The Internet TESL Journal, xiii, No.2. Retrieved September 19, 2014, from http://iteslj.org/Articles/Constantinescu-Vocabulary.html

 This article demonstrates the strong relation between vocabulary knowledge and reading comprehension and the role of technology to enhance this relation. It illustrates this significant relation by showing some previous studies. The first study was done by Lyman-Hager and Davis (1996). They have selected 262 students from intermediate level who are studying French as a foreign language. They have divided the students into two groups: a) the "experimental" computer group; and b) the control group. The computer group has access to computerized text while the other group uses traditional printed text. The article also presents another study that was conducted by  Tozcu and Coady (2004). The aim of this study was to analyze  the effect of direct vocabulary instruction by computer assisted learning, in contrast with traditional vocabulary training by print texts. Both studies indicate to the mutual relationship between vocabulary acquisition and reading comprehension and to the remarkable role of technology that  plays an important part in both vocabulary acquisition and reading comprehension.

 

Sixth article:

Gündüz, N. (2005). Computer assisted language learning. Journal of Language Linguistic      Studies, 1, no.2, Retrieved September 19, 2014, fromhttp://www.google.com.sa/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fwww.jlls.org%2Findex.php%2Fjlls%2Farticle%2Fdownload%2F16%2F18&ei=IjMeVNHjDOHqyQPp4YKoAw&usg=AFQjCNEgSoJluO7A4KYDj3Q6b_m9eqhjkw

  

 This article presents a general overview  of the history of Computer Assisted Language Learning, its advantages and disadvantages and also some previous researches that related to the uses of CALL in the educational field. This article also shows the relation between the spread of computers and technology and the start of using computers in language learning classrooms and how the evolution of the Internet has reshaped the use of computers generally. It also presents the three stages of CALL behaviouristic; communicative; and interactive and the characteristics of each one of them. The computer and technology have helped to improve language skills and there are different drills for every skill. At the end of this article the author shows pros and cons of CALL and the significant role of teachers to use computers as a part of the lesson plan.

 

Seventh Article:

Iacob, I. (2009). The Effectiveness of Computer Assisted Classes for English as a Second Language. Annals. Computer Science Series, vii, 141-148. Retrieved  Sep.28, 2014, from http://arxiv.org/abs/0905.4611

This study displays the advantages of using computer in the elementary school and pre-school classes and the importance of using multimedia programs in teaching a foreign language. The study shows the substantial role of technology to improve receptive and expressive skills  especially with children. It is based on a six months observation of the performance of four groups of children studying English as a foreign language: two groups of pre-school children and two groups elementary school children. Where the students have been involved in CALL program. Finally, the study argues some ideas that are against CALL programs and proves that language teachers will not be eliminated from the teaching process.

 

 

Eighth article:

Jarvis, H.& Achilleos,M. (2013). From computer assisted language learning (CALL) to mobile assisted language use (MALU). TESL-EJ, 16(4). Retrieved from http://eric.ed.gov/?id=EJ1004355

 

  

     This study is considered one of the recent studies which talks about the integration between technology and language learning. The article's authors are criticizing CALL programs and think that we are living in the post-CALL era. The article presents some of the fields that have appeared after CALL such as: technology enhanced language learning (TELL), web enhanced language learning (WELL), and network-based language learning (NBLL). Actually, all these acronyms are related to CALL because all of them are dealing with computers. The participants of this study are non native English learners who are students at a university in the UK and it aims to discover which devices and applications do learners use?, how do they use them?, and to what extent do students believe their language learning is enhanced by the use these technologies? There are semi-structured interviews and closed-ended questions to collect the data. The article shows that computers and laptop are still preferred for the conscious learning, but NNSoE use many others devices for conscious learning and unconscious acquisition. So, the main suggestion in this study is a shift from computer assisted language learning (CALL) to mobile assisted language use (MALU).

 

Ninth article:

Jones, R.G. (2011). Emerging technologies mobile apps for language learning. Language Learning& Technologies, 15(2), 2-11. Retrieved from http://www.llt.msu.edu/issues/june2011/emerging.pdf

The article presents an overview of the rise of the new technologies and it shows how the new devices have replaced the old ones. Nowadays, there are several devices such as Apple iPhone devices, Android devices and Windows phone7 products, and this is not the only change that has appeared in the field of technology. Actually, there are thousands of applications which are available for all users and have various features and numerous usages. The author, after that, starts talking about the differences between the apps of these devices. Obviously, having such powerful devices available anytime, anyplace provides extraordinary opportunities for educational use. When we tie learning in the life of the student outside the academic institution, it becomes more permanent and this what mobile technology can provide.

Tenth article:

 

Tai, Y. & Ting, Y. (2011). Adoption of mobile technology for language learning: Teacher attitudes and challenges. The jaltCALL Journal, 7(1), 3-18. Retrieved from http://journal.jaltcall.org/articles/7_1_Tai.pdf

 

The article explores teachers attitudes toward using mobile technology and the challenges which could be faced. The subjects of the study are six female pre-service teachers who they volunteered for this study. Firstly, those teachers were introduced to a mobile device which has the following features: 1) mobile MSN with full keyboard input, 2)  POP_ email, 3)  Internet Browsing + RSS news feeds, 4) MP3 player, and 5) basic mobile phone functions of voice and SMS. Then, the pre-service teachers were questioned on their attitude toward the device, and their propensity to innovate the device. Secondly, they spent two months to familiarize themselves with the device and adopt the mobile technology into their EFL curriculum. Finally, the pre-service teachers were questioned again about their attitude toward the device and their propensity. The result shows an improvement of teachers attitude towards using mobile technology and some challenges such as the changing role of the mobile device, technical difficulties, and pedagogical potential. The study suggests that if teachers want to gain better understanding about  the use of technology in the educational field they should experience authentic tasks.