The Effect of Using Computer-assisted Language Learning on Students’ Academic Performance at Malabanias Integrated School

1. The Effect of Using Computer-assisted Language Learning on Students’ Academic
Performance at Malabanias Integrated School
Abstract
The aim of this present study was to examine the effect of using Computer-assisted
Language Learning (CALL) on Grade 10 students’ English academic performance at Malabanias
Integrated School. The researchers conducted the current study in two classes of ESL students
each; one class was the experimental group and the other the control group. The experimental
group was taught face-to-face with the supplementation of using internet-based Computer-assisted
Language Learning approach — Internet applications such as Google Classroom, Google Forms,
Quizziz, and others —while the control group was taught using traditional methods. The current
study followed a quasi-experimental study to answer the primary research question. The quasi-
experimental study was conducted using a pre- and post-test design to determine if there was a
significant difference between the scores of the experimental and control groups. The findings of
the current study show that the means scores of experimental group are higher than the control
group. However, due to the study’s limitations, this study has offered a research-based indication
that CALL instruction was as effective as traditional classroom teacher-directed instruction in
improving the academic performance of learners in Grade 10 English at Malabanias Integrated
School. Recommendations for future research have also been discussed.
Keywords: computer-assisted language learning, internet-based CALL approach, academic
performance, ESL
Introduction
CALL in the Philippine context
Technology is essential in all aspects of life. Its application is no longer limited to scientific
and technical fields, but it is also widely used in the humanities. As computer technology has
improved and become more user-friendly, more emphasis has been placed on its potential benefits
in language learning and acquisition. Because language instructors are increasingly using
computers in the classroom, it is necessary to investigate the appropriate role of Computer-
Assisted Language Learning (CALL) in curriculum and instruction for its research-based
indications.
The presence of technology and its constant advancements have been revealed in society
by changing how people interact with technology and through technology devices (Hollands &
Escueta, 2020; Gonzalez-Acevedo, 2016). According to Warni, Aziz, and Febriawan (2018),
technology enables students to study independently while also cooperating with their peers. This
is possible because technology inspires students to reflect on and analyze where these two abilities
are at the beginning stages of developing autonomy. Since the 1960s, educational technologists
have attempted to make this image a reality by developing computer-assisted instruction (CAI)
programs to drill, train, and test students (Andone & Frydenberg, 2019).

2. According to Xiao (2019), every educator must thoroughly consider, update concepts, be
bold in innovation, allow advanced science and technology to assist college English education,
and integrate multimedia technology with a large amount of information, closeness, and
interactivity into college English teaching. Many educational researchers believe that computer-
assisted language learning (CALL) will be effective in the long run because it will reduce
educational costs while improving learning outcomes (Atabek, 2020; Oz, Demirezen, & Pourfeiz,
2015).
However, examining the effectiveness of CALL is not easy for a number of reasons. First,
the effect of any CALL program on learning outcomes is some way related to its uses. A specific
CALL program may have great educational potential not revealed until it is used properly. Hence,
evaluating the effectiveness of the CAL in language education is evaluating its uses rather than the
CALL program itself. Second, the effectiveness of CALL is affected by some other moderator
variables such as the learners, tasks, the educational setting conditions, and the assessment
instruments. Third, CALL can be used either in isolation, as the sole instrument to convey language
knowledge to the students, or in combination with traditional, face-to-face teaching methods
(Sadeghi & Dousti, 2013). In addition to the above obstacles, no individual study by itself can
show whether CALL programs are actually effective or not. In most countries, the use of
educational technology is a headway and a national movement, and many organizations and
educational institutions have been created in order to properly use educational technology and find
better and more complete ways and techniques.
In the interdisciplinary field of Instructional Technology (IT) and Second Language
Acquisition (SLA), numerous studies have been conducted to examine the following two issues:
a) Does traditional classroom teacher-directed instruction in conjunction with the use of computers
lead to better learning outcomes than classroom instruction alone?
b) Are there any differences in outcomes for students who are taught only by classroom instruction
versus those who are taught solely by Computer-Assisted Language Learning (CALL)?
The former issue debates whether computers can be used as reinforcement tools for
classroom instruction, but even with computers, it essentially claims that classroom instruction is
still necessary for second language learning. The latter issue investigates the differences in
outcomes between students who receive only CALL instruction and those who receive only
traditional classroom instruction. In other words, it investigates whether computers can replace
classroom instruction for second language learning rather than supplement it. This study's
researchers intended to concentrate primarily on the former issue.
Statement of the Problem
In the Philippines, due to the rise of COVID-19 cases in 2020, face-to-face learning
engagement of students and teachers within the school has been suspended. At the start of the
global health crisis, public schools shifted to Modular Distance Learning with the aid of self-
learning modules developed by teachers. Blended learning was then carried out in the next school
year in which technology and digital media were integrated in the instruction. Progressive

3. expansion of face-to-face classes was later on executed in schools during the second quarter of
2022.
However, though teaching and learning continuity was ensured during the pandemic
through distance learning, Malabanias Integrated School’s results in Regional Diagnostic
Assessments in Grade 10 that assessed students’ learning in the pandemic school year 2021-2022
showed that Distance Learning was not effective based on the computed Minimum Proficiency
Level (MPL) not meeting the minimum target of the division. Thus, the researchers of the present
study aimed to improve the academic performance of the students in English 10 and investigated
the effectiveness of internet-based CALL instruction by comparing two groups of students, i.e.,
one was taught with traditional classroom teacher-directed instruction and the other was taught
with the use of internet-based CALL.
Research Question
Is there any difference between the experimental and control groups in terms of
improving students’ academic performance in English 10?
Hypotheses
The study aims to test the following hypotheses:
i- The use of CALL can improve the academic performance of learners in English 10.
ii - There is no significant difference between the experimental and control groups in
terms of improving learners’ academic performance in English 10.
Operational Definitions
Academic Performance: It is the measurement of student achievement in Grade 10 English.
CAI/CALL: Computer-Assisted Instruction (CAI) refers to the use of computers to assist in
instructional activities. It is commonly used to refer to applications such as drill and practice,
tutorials, simulations, and educational games. CAI is the umbrella term for the use of computers
to assist in instructional activities in general. Therefore, CAI could be applied to many different
fields of study such as physics, chemistry, mathematics, social sciences, etc. Under the umbrella
term of CAI, Computer-Assisted Language Learning (CALL) is defined as the use of computers
in assisting second or foreign language instructional activities. In other words, CALL is CAI
applied to second or foreign language learning and acquisition (Merrill, Tolman, Christensen,
Hammons, Vincent, & Reynolds, 1986).
ESL: English as a Second Language. The role of English for immigrant and other minority groups
in English-speaking countries (Richards et al., 1992).

4. Literature Review
Concept of educational technology
There are numerous definitions of educational technology, each referring to a different
aspect of it. Prior to the application of technology in its new sense, planners aided in the
improvement of audiovisual cases and devices for teaching and learning. As a result, the
contributions of this branch can be summarized from education to the use of purely educational
items. However, Brown (1972) defines educational technology differently: Educational
technology extends beyond the use of instruments. Thus, educational technology is more than just
a collection of components (Ipek & Ziatdinov, 2018). It is a method of designing, carrying out,
and evaluating the entire process of research and learning to use specific goals, based on research
findings in psychology and human communication, and utilizing a combination of human and non-
human resources to create more effective learning, more reliable, and more deeply. In-depth
attention to the above definition leads the reader to several basic conclusions:
1. The first conclusion to be drawn from the first part of the definition is that educational
technology encompasses more than just the use of educational instruments, but also the use of
educational materials as part of it.
2. Because educational technology is regarded as a systematic way or method, it is more akin to
an empire than its constituent parts, which are actions and reactions. Because the effects and results
of its constituents' actions, reactions, or interactions are greater than the sum of its constituent
elements.
3. Educational technology designs and implements the entire teaching and learning process using
scientific findings such as psychology and the humanities.
4. Educational technology makes use of both human and non-human resources. In other words,
unlike the use of educational materials or audio-visual training, where material instruments are
used, human resources are appropriately used in technology. The American Association of
Educational Communication & Technology (AECT), the most recent definition agreed upon by
educational technology experts, stated that educational technology is the theory and practice of
designing, producing, using, and evaluating learning processes and resources (Spector & Yuen,
2016). Caffarela and Fly (1992) define this as considering that philosophical issues such as
epistemological epistemology and methodology are raised in any field of science and that experts
from various disciplines present theories in that field.
Application of educational technology in English language teaching
The use of educational technology in English language teaching encompasses any and all
means and information that can be used in language instruction. It is concerned with language
teaching aids such as television, language labs, and various designed media. In other words, using
educational technology in language teaching is the same folk concept as using audiovisual devices,
monitors, and computer keyboards. The public domain of its audiovisual equipment is divided into
two parts: hardware and software. The hardware section discusses physical and real equipment
such as projectors, sound recorders, TV sets, microcomputers, and so on, while the software
section discusses many items used in conjunction with such equipment and devices such as slides,
audiotapes, and videotapes of computer programs, written languages, and more (Ahdian, 2007);
(Xu, Banerjee, Ramirez, Zhu, & Wijekumar, 2019).

5. Educational research can be contradictory at times. Differences in educational measures,
situations, measuring tools, and research methods make comparing findings difficult (Rai'i,
Farzaneh, & Delavar, 2013). Because the results are contradictory, there is no acceptable answer
to serve as policy guidance (Talan, 2021). It also implies that there is an insatiable appetite for
research and re-research. There is a chance that research sponsors will conclude that this study is
confusing, ineffective, and unscientific (Asgharpour, 2006).
According to the research done in the field of language learning with the help of
technology, there are many disagreements about the success rate of teaching English with the help
of technology. Some researchers, such as Sung, Cheng, and Liu (2016) and Lee (2010), support it,
while others, such as Lipsey and Wilson (2001), Norris and Ortega (2000), and Oswald and
Plonsky (2010), are skeptical of its success.
Proponents of using technology for language learning, such as giving the learner freedom
of action, access to a variety of language content, ease of access, and its inherent attractiveness,
opponents of factors such as a lack of infrastructure, a lack of software and hardware, particularly
in developing countries, students and teachers are unfamiliar with this technology, teachers do not
master technology to produce appropriate educational content, and superficial and unrealistic
interactivity Because of these contradictory reasons, the researchers decided to conduct a study on
the effect of using CALL on the effect of using CALL on the academic performance of the ESL
Grade 10 students.
Computer-Assisted Language Learning (CALL)
The terminology Computer-Assisted Instruction (CAI) was formed in the early 1960s when
people first utilized computers in education. “When computers first entered education on a
relatively broad basis in the early sixties, the term Computer-Assisted Instruction (CAI) was
coined” (Russel, 1982, p.27). Blomeyer (1984) indicated that computers had been gaining greater
significance in foreign language instruction. According to Garrett (1988), although the most
commonly used acronym for the endeavor had been the generic CAI, there had also been
increasingly frequent references to Computer-Assisted Language Learning (CALL). CALL was
defined by Merrill, Tolman, Christensen, Hammons, Vincent, and Reynolds (1986) as CAI applied
to second or foreign language learning and acquisition. CAI is the umbrella term for the use of
computers to assist in instructional activities in general. Therefore, CAI could be applied to many
different fields of studies such as physics, chemistry, mathematics, social sciences, etc. Under the
umbrella term of CAI, Computer-Assisted Language Learning (CALL) concerns the use of
computers in assisting second or foreign language instructional activities. In other words, as
Merrill et al. (1986) defined the term, CALL is CAI applied to second or foreign language learning
and acquisition.
CALL has received considerable attention as a research field in recent years, and a number
of studies have attempted to identify the characteristics and limitations of research being conducted
in the field (Stockwell, 2007). CALL has traditionally been defined as a method of presenting,
reinforcing, and testing specific language items. The learner is presented with a rule and some
examples before answering a series of questions that test her or his knowledge of the rule, and the
computer provides appropriate feedback and awards a mark, which can be saved for later
inspection by the teacher (Gunduz, 2005).

6. According to Gunduz (2005), despite the fact that computers have been in use since the
first half of the twentieth century, they were not used for educational purposes until the 1960s.
CALL was first used in the field of linguistics and language learning in the 1970s. The computer-
based introductory courses developed in the United States in the 1960s were the pioneering
projects in CALL, which were referred to as Computer-Assisted Instruction (CAI). People had
witnessed the spread of computers in both educational institutions and households by the 1980s.
Computers have been used in many schools since the early 1980s, and CALL software has also
become more widely available on the market (Ittelson, 2000). CALL is an emerging force in
language education. Despite the on-going resistance of many in the field of language teaching, it
is maturing and showing that it can be a powerful tool in the hands of experienced teachers
(Knowles, 2004). Warschauer and Healey (1998) claimed that the history of CALL can be divided
into three stages: behavioristic CALL, communicative CALL, and integrative CALL.
Behavioristic CALL
Behavioristic CALL emerged in the late 1960s and was widely used in the 1970s as a result
of the Audio-Lingual Method of language teaching. Repetitive language drills were used in this
stage of CALL, and the computer did not allow students to work at their own pace, which
hampered motivation (Warschauer & Healey, 1998).
Communicative CALL
According to Warschauer and Healey (1998), the behavioristic approach to language
teaching was being rejected at both the theoretical and pedagogical levels during the 1980s, and
personal computers were expanding the possibilities for individual work at school. Communicative
CALL was consistent with cognitive theories that emphasized learning as a process of discovery,
expression, and development. Under the influence of Communicative Language Teaching,
proponents of communicative CALL argued that computer-based activities should place a greater
emphasis on the use of forms. Furthermore, the emphasis was not so much on what students did
with the computer as it was on what they did with one another while working on the computer.
Interactive CALL
By the 1990s, communicative CALL was under fire. Many teachers were influenced by
new second language acquisition theories and socio-cognitive perspectives, which led them to use
more social and learner-centered methods. The emphasis this time was on language use in
authentic social contexts. Task-based, project-based, and content-based approaches all sought to
integrate learners in authentic environments while also integrating the various language learning
skills. Instead of visiting the computer lab on a weekly basis for isolated exercises, students in
integrative approaches can use a variety of technological tools as part of an ongoing process of
language learning (Warschauer & Healey, 1998).Internet-based CALL
In several studies, the internet has been found to strengthen students‟ linguistic skills by
fostering their overall language learning attitudes (Felix, 2001; Kung & Chuo, 2002; Son, 2008),
self-instruction strategies (Dunkel, Brill & Kohl, 2002; Harris, 2003) and self-confidence (Dooly,

7. 2007; Nga, 2002). Similarly, there is evidence that students can improve their perceptions, attitudes
and motivation in language learning by using the Internet (Al-Jarf, 2007; Felix, 2001; Lee, 2005).
Research on Computer-Assisted Language Learning (CALL)
A number of research review studies, including developments in technology and CALL
research, have focused on the use of technology in language teaching and learning (Zhao, 2003).
A number of research studies on CALL were examined and presented in chronological order in
this section of the review of the literature:
Chapelle and Jamieson (1986) conducted a study to investigate the efficacy of computer-
assisted language learning (CALL) in the acquisition of English as a second language by students
in an intensive program whose native language is either Arabic or Spanish. The TOEFL and an
oral test of communicative competence were used to assess students' English proficiency. The
study's findings revealed that the use of CALL predicted no variance on the criterion measures and
that some CALL materials may be better suited to certain types of learners than others, implying
that when researching the effectiveness of CALL, various learner variables must be considered.
According to Lasagabaster and Sierra (2003), while several studies have investigated
teachers' and students' attitudes toward CALL, there has been little research into students' insights
and impressions. Kessler and Plakans (2001) stated that in the process of evaluating materials
"learners must be included, as they are also experts of their learning as well as benefactors of well-
developed materials. Lasagabaster and Sierra (2003) conducted a study in which they allowed
students to express their thoughts on the software they used in the multimedia laboratory. The
study included 59 undergraduates who completed a questionnaire, with the conclusion that
students clearly see software programs as a complementary tool in the foreign language classroom.
According to Jamieson, Chapelle, and Preiss (2004), CALL evaluation should ideally draw
on principles from the field of second language acquisition. A subset of criteria was used in their
study to evaluate the design of Longman English Online's English as a second or foreign language
(ESL/EFL) online courses and assessments. According to the results of the judgmental evaluation,
most of the criteria were met, though some were met better than others.
According to Godwin-Jones (2009), using computers to help students practice and learn
grammatical constructions dates back to the early days of computer-assisted language learning
(CALL). With the advent of the Internet, CALL began to place greater emphasis on the new
capabilities of computer-mediated communication. Adult learners must be aware of forms and
rules in order to participate in online learning. In contrast to earlier grammar-oriented applications,
there is now recognition that a focus on form should not be an isolated, stand-alone activity, but
rather should be integrated into a communication-centered, networked language learning
environment. Therefore, it has become clear that grammar exercises need to require more than
single word or phrase answers. The older exercise formats, such as multiple choice and fill in the
blanks, should be supplemented by new and engaging interactions with real communicative goals.
Informative, contextual feedback should accompany the exercises. Godwin-Jones (2009) stated
that the expectation today is that programs will guide students to pay attention to forms and
structures, and grammar exercises need to be integrated, intelligent, and innovative.

8. Garrett (2009) investigated current technological uses to aid in the teaching and assessment
of second languages. She discussed the evolution of selected topics from her 1991 article over the
last 18 years, such as the relationship between technology, pedagogy, theory, research, and so on.
Garrett (2009) then delves into the most difficult issues confronting computer-assisted language
learning (CALL) scholarship and practice today, such as new language education demands, the
need to rethink grammar instruction, online learning, teacher training and professional
development, and CALL research. Garrett concluded that new initiatives, such as support for
institutional language centers and streamlining the work of professional organizations dedicated
to CALL research and second language acquisition, are required to promote the use of technology
for CALL research and second language acquisition and the establishment of a national CALL
center.
The efficacy of computer use for enhancing language learning was a major concern for
Garrett (1991). Garrett argued at the time that studies attempting to answer the question were
generally misconceived because computer use is not a language teaching method in and of itself;
its efficacy is overwhelmingly dependent on how it is used, i.e., what language learning activities
it supports and how well its use is integrated into the syllabus.
Garrett (2009) emphasized the primacy of pedagogy over technology in her 1991 article;
today, she wanted to emphasize that none of the three major components of CALL, namely
technology, pedagogy, or research, should dominate the others. The primary determinant of
technology use should not be accepted pedagogical practice. SLA theory, while undeniably
important in motivating and justifying CALL, cannot be prioritized in shaping it.
Moreover, to Garrett (2009), today's CALL falls into three categories: tutorial, engagement
with authentic materials, and communication. By comparing students' answers to item-specific
stored correct answers, traditional grammar CALL generated corrective feedback. Current efforts
to develop error diagnostics and feedback are instead focused on natural language processing
(NLP) or intelligent CALL (iCALL), in which language grammar rules are programmed into the
computer and student input is matched against them using a parser.
The new demands on language education provide compelling reasons to reconsider CALL.
Some programs that are strongly oriented toward the communicative approach still assign almost
all grammar work to students outside of class, referring them to textbook explanations and
assigning form-based drill and practice. Textbook explanations tend to be structural rather than
providing a semantic, communicative, and conceptual foundation for understanding the form in
question (Garrett, 1982), and workbooks, whether paper or online, continue to provide mechanical
drills. According to Garrett (2009), while SLA theorists and teachers have developed new
approaches to teaching form, these have not been implemented in CALL.
Although there are numerous research studies on CALL in general, the investigation of
whether CALL instruction is effective has not yet been widely researched; thus, the literature
review in this study primarily examined research on subject areas that are relevant to the research
questions in the study or that pertain to the study's validity.

9. Theoretical Framework
The study used an eclectic approach that is based on Chickering and Gamson's seven
principles of good practice in undergraduate education (Chickering & Gamson, 1989), Bloom's
taxonomy of educational objectives (Bloom, 1956) and Puentedura's SAMR model (Puentedura,
2013) for the integration of technology in learning. In what follows are the theoretical and
conceptual issues and how they were used in the study.
The Chickering and Gamson's theory (Chickering & Gamson, 1989) identified seven
principles of good practice in undergraduate education as follows:
i- Encourages contact between students and faculty.
ii- Develops reciprocity and cooperation among students.
iii- Encourages active learning.
iv- Gives prompt feedback.
v- Emphasizes time on task.
vi- Communicates high expectations.
vii- Respects diverse talents and ways of learning.
The above theory was chosen because of its relevance to current educational research.
Furthermore, the seven principles listed above form a theoretical framework that allows us to
categorize the vast majority of internet-based CALL tools available today according to their
function (i.e., communication, collaboration, production, or assessment tools) and adapt them to
the service of the educational process. However, simply categorizing tools will not suffice if the
teacher does not divide his or her lesson or unit into clear learning outcomes and objectives. Only
at this point should a teacher consider which CALL tools might be useful in achieving these
objectives and learning outcomes. Bloom's taxonomy and Puentedura's SMAR model can be
useful in this regard. While the former is appropriate for the
Bloom classified the different learning objectives and skills into 6 levels that can be used
to structure the learning objectives, lessons, and assessments of any course or subject. Those levels
are given below:
Figure 1. Bloom’s Taxonomy of Learning Objectives

10. The retrieval, recognition, and recall of relevant knowledge or facts from long-term memory is
what remembering is all about. As an example of remembering, ask learners to answer some
questions. Questions about reading comprehension that are straightforward. Students may be asked
to demonstrate their comprehension. Meaning is created by combining oral, written, and graphic
messages. They may be asked to translate. Exemplify, categorize, summarize, state, and contrast.
Students may also be asked to translate a text into another language or simply rephrase a message
in their own words. Students apply by following a procedure or applying rules, concepts, and ideas.
In new discussions or debates, a learner can use the expressions, colocations, and idioms he or she
has learned. He or she can also apply grammatical rules learned in similar contexts or in oral and
written production. Teachers allow students to break material down into constituent parts and
determine how the parts relate to one another and to an overall structure during the analysis stage.
Learners can, for example, narrow down a reading text to a few key ideas or hyperthemes. Analysis
can also occur when students examine the morphological root/stem of a word in order to
comprehend its meaning. In terms of evaluating, students may be asked to critique and make
decisions based on specific criteria and standards. In other words, learners can peer-review their
composition or translation assignments using checklists and rubrics. Finally, in creating, students
are encouraged to be creative. They can combine elements to create a coherent or functional whole.
Learners can start creative and critical writing or digital storytelling.
Bloom's taxonomy, in fact, dates from 1956. That is, its debuted decades before the
The advent of the internet and the technological revolution. As a result, the researchers have
combined Bloom's taxonomy (Bloom, 1956) and Puentedura's SAMR model of technology
integrationeducation (Puentedura, 2013), as shown in the figure below.
Figure 2: Puentedura’s SMAR Model
The model resembles Bloom’s taxonomy to a great extent. The lower level of Bloom’s
taxonomy can be parallel to SAMR’s enhancement component, which includes substitution and
augmentation.
Substitution simply refers to the substitution of a traditional tool for a technological tool.
In addition, internet-based CALL tools serve as a direct tool replacement with functional
enhancement. Furthermore, Bloom's taxonomy's higher-level parallels SAMR's transformation
level, which also consists of two phases, namely modification and redefinition.

11. Modification is a stage in which technology enables significant change. A modification
could be the use of Mentimeter to make a quiz more appealing to learners with the goal of learning
while having fun. The model's final phase is redefinition. During this phase, technology is used to
create materials in ways that were previously not possible due to technological limitations (e.g. the
use of Google classroom which acts as a virtual classroom for learners.).
As a result, the combination of the two models aided researchers in incorporating CALL
into the teaching of second languages. It allows teachers to create tasks with well-defined learning
outcomes. CALL should not be used carelessly; rather, it should be used to reinforce the learning
process and achieve learning outcomes. In other words, the use of CALL enabled researchers to
create previously unimaginable arrays of interesting and motivating learning activities.
Throughout the experiment, the SAMR model and Bloom's taxonomy were used in tandem.
To assist students with remembering activities during the substitution phase, an internet-based
CALL tool such as a wiki or a website is used in place of the traditional book. Students were given
tools for understanding activities such as Mentimeter, Quizziz, Kahoot, and others that allow them
to check their understanding of the lesson through interactive quizzes and games.
Application activities at Bloom’s taxonomy are coupled with the augmentation phase of
the SAMR model. That is, students can also do various interactive activities using internet-based
CALL.
Bloom's analysis level is linked to the modification phase. Students are asked to write about
a specific topic and share their work in real time with their peers via tools such as Google Docs.
Similarly, modification is combined with creation and evaluation activities by asking
students to use YouTube to create a digital storytelling or a peer-review tool (e.g., Google Forms)
to grade and comment on their peers' submitted assignments.
Methodology
The current study used a quasi-experimental design, with quantitative data gathered from
pre- and post-tests. The method of instruction, i.e., traditional classroom teacher-directed
instruction versus internet-based CALL instruction, was the independent variable. Before the
intervention, an experimental and control group were given a pre-test in the quantitative phase.
During the four-week session, Internet-based CALL was used as an intervention with the
experimental group. Following the intervention, both groups were given a post-test to see if there
was any improvement. The control group received traditional instruction, while the other group
received blended instruction via internet-based CALL tools, as follows:
i- The modules discussed were divided into a number of learning units and a number of
learning outcomes were prepared for each unit based on Bloom’s taxonomy.
ii- Internet-based CALL tools that can serve various language skills and vocabulary were
selected carefully. Some of those tools are given in Table 1.
Table 1. Internet-based CALL Tools Used in the Intervention
Tool Logo Website Function
Google
Classroom https://classroom.google.com
An all-in-one place for teaching
and learning
Google Docs https://docs.google.com Word processing online tool.

12. Google Forms https://www.google.com/fo
rms/about/
Creating online surveys and
quizzes and send them to other
people.
Google Sites https://sites.google.com A wiki- and Web page-
creation tool offered by
Google.
YouTube https://youtube.com A global online video sharing
and social media platform
Quizziz https://quizizz.com An online assessment tool that
allows to teachers and students
to create and use one another's
quizzes.
Google
Jamboard
https://jamboard.google.com G Suite's digital whiteboard
used for real-time, visual
collaboration with students that
integrates with Google Drive
and Classroom.
Slido https://www.slido.com An online platform for Q&A
and polling that can be used for
remote meetings, classes,
webinars, and other online
activities.
Mentimeter https://www.mentimeter.com It is a presentation tool that uses
quizzes, polls and word clouds
to help engage students better in
education.
Kahoot https://kahoot.com A game-based learning
platform
iii- The selected internet-based CALL tools were categorized according to their
functionality in line with the seven principles of good practice in undergraduate education
(Chickering & Gamson, 1989). Participants in the experimental group were provided with tutorials
to use those tools in the classroom
iv- SAMR model (Puentedura, 2013) was used to match the selected internet-based CALL
tools with the learning objectives in each module.
v- The content was presented in a user-friendly website that enables all learners, whether
“digital natives” or “digital immigrants” (Prensky, 2009) to access the materials and do all
activities. For this purpose, google sites were initially used and the activities created by various
CALL tools were embedded into the website so that students can do activities straight in the
website and they do not need to move from one tool or page to another. The data was collected
over 12 weeks; 3 hours for each group. The research design can be graphically represented in the
following diagram.

13. Control Group
Pre-test
Traditional
Method
Control Group
Internet-based
CALL
Post-test
Participants
The researchers used the convenience sampling technique to select participants because
they were chosen based on their availability during the experiment, easy access to Malabanias
Integrated School, and willingness to volunteer in the current study (Dörnyei, 2007). The current
study focuses on English ESL students in Grade 10. The control group had 16 participants, while
the experimental group had 14 participants. They ranged in age from 15 to 17.
Instrument
A quasi-experimental study was conducted to determine whether internet-based CALL was
effective in improving students' academic performance in order to answer the research question.
The same test was used for both the pretest and the posttest. One day before the experimental
treatment began, a quantitative data collection in the form of a pre-test was administered. It was
used to establish a baseline for student outcomes and to compare them to post-test results. The
students were then given a post-test on the last day of the experimental treatment to see if they had
benefited from the intervention and to compare to the control group to see if they had improved.
The tests measured students' proficiency in English 10. These test instruments were developed
based on the most important instructional content.
Data Collection Process
Ethics of the Research
To ensure the authenticity of the current study, the researchers adhered to the following
procedures:
First, the researchers made sure to notify Malabanias Integrated School's principal about
the study, and an approval form was received two days later. Second, students were informed that
their participation in the study was entirely voluntary and that they could opt out at any time. Third,
students were informed that their pre-test and post-test grades would have no bearing on their
grades in the English language course. Fourth, students were asked to take the experiment
seriously, and the tests were examined and scored by the researchers and their primary teacher in
order to assess their performance on both tests. They agreed after being told that their test responses
would be recorded. Finally, students' confidentiality was ensured, and their data was used for the
purposes of the study.
Figure 3: Research Design
The Pre-test
The experiment took place over four weeks with four hours of sessions weekly. Pre-test
was given before the intervention started. These test instruments were based on the competencies
and content of instruction under the Most Essential Learning Competencies of Grade 10 English.
Experimental
Group

14. The Intervention
The researchers taught the experimental group for four hours in a week for four weeks. The
experimental group was taught using the integration of the following internet-based CALL tools:
Google classroom, Google Forms, Google Sites, YouTube, Quizziz, Google Jamboard, Slido,
Mentimeter, and Kahoot.
However, the control group was taught in the traditional way by their main teacher. The
following modules were discussed for both groups within the intervention period: Formulating
claims of fact, policy, and value, Observing the Language of Research, Campaigns, and
Advocacies, and Using Modal Verbs. These are the lessons covered under the Most Essential
Learning Competencies for Grade 10. The researchers provided the experimental group with
constant feedback and scaffolding.
The Post-test
In the last meeting during the fourth week, students from both groups were given the same
test they took at the beginning of the experiment. Their teacher helped the researchers as second
assessors to make sure that the scores given were fair. Students’ answers were recorded.
Data Analysis Procedure and Results
Analysis and Results of Quantitative Data
To answer the research question, descriptive analysis of the mean, median, and standard
deviation are presented to show the difference between the pre- and post-test scores for the
experimental and control groups. Then, a two-sample t-test was used to determine if the means of
the two populations are statistically different.
Is there any difference between the experimental and control groups in terms of
improving learners’ academic performance English 10?
Table 2 presents the descriptive statistics for the experimental group scores for the pre-test
and post-test.
Results and Discussion
Table 2. Descriptive statistics of experimental group scores for pre-test and post-test
Descriptive statistics for the experimental group Mean Median Std.
Deviation
Pre-test 31.25 32.00 3.975
Post-test 43.25 44.00 3.975
Table 2 describes the difference in the mean values between the pre-test and post-test scores
for the experimental group. The mean of the total scores for the pre-test is 31.25. Moreover, it can
be seen that there is an increase in the mean of the total scores in the post-test with a point average
of 43.25. As a result, there is a significant difference between the scores of the pre-test and post-

15. test in the experimental group. Likewise, there is an increase of median from 32.00 to 44.00. Table
3 presents the descriptive statistics for the control group scores for the pre-test and post-test.
Table 3. Descriptive statistics of control group scores for pre-test and post-test
Descriptive statistics for the control group Mean Median Std.
Deviation
Pre-test 28.43 28.00 3.936
Post-test 28.43 28.00 3.936
As shown in Table 3, the median and mean of the total scores of the pre-test and post-test
are the same. After comparing the median and mean scores of the two tests, there is no significant
difference between the scores of the pre-test and post-test in the control group.
Therefore, the experimental group had higher mean score (43.25) in comparison to the
control group (28.43). Thus, the first hypothesis is accepted. To confirm these results, Table 4
shows the normality distribution of the scores of both groups to determine the inferential
statistical treatment for the quantitative data.
Table 4. Test of Normality
Tests of Normality Group Kolmogorov-Smirnov Shapiro-Wilk
Statistics df Sig. Statistics df Sig.
Pre-test/Post-test 1 137 16 .200*
.919 16 .164
Difference 2 .142 14 .200*
.954 14 .630
a. Lilliefors significance correction.
As shown in Table 4, the significant value for the pre-test scores and post-test scores in the
Shapiro-Wilk is 0.164 which is greater than 0.05 (Sig. < 0.05). This indicates that the data is
normally distributed.
The research question aimed at finding the difference between the experimental and
control groups in improving their academic performance. Table 5 indicates the Independent
Samples Test.
Independent Samples Test

16. Table 5. Levene’s Test for Equality of Variances
Levene's Test for Equality of
Variances
t-test for Equality of
Means
F Sig. t df
PRE-
TEST/PO
ST-TEST
Equal variances
assumed
.070 .794 1.948 28
Equal variances not
assumed
1.950 27.544
As shown in Table 5, the two groups are of equal variances, the significant value for the
pre-test scores and post-test scores using the Levene’s Test is 0.794 which is greater than 0.05
(Sig. < 0.05). This indicates that the data has no significant difference with one another. There was
no statistically significant difference in the effectiveness of the two teaching methods in improving
the academic performance of the students in Grade 10 English. Hence, the second hypothesis is
accepted.
Limitations of the Study
There are numerous limitations to consider in the research presented in this paper. The
current study's pre- and post-tests, for example, were limited to 30 students, which is insufficient
to obtain generalizable results. Furthermore, the study's duration is too short, which may have an
impact on students' performance; therefore, future studies may extend similar research over an
entire school year to obtain more convincing results.
Conclusions
The study's findings revealed that using internet-based CALL improved students' mean
scores when compared to traditional teaching methods. This advancement is due to the benefits
that CALL can provide to students. They allow students to practice various skills both inside and
outside of the classroom. As a result, the first hypothesis is accepted. The difference in post-test
scores between students who used CALL and those who used traditional teaching methods, on the
other hand, was not statistically significant, implying that the second hypothesis of no significant
difference was accepted. This study found that computer-assisted language learning (CALL)
instruction was just as effective as traditional teacher-directed grammar instruction in the
classroom.
Because this paper is based on a small-scale study, the conclusions about the effectiveness
of using CALL in English teaching are tentative. More research with a larger group of people with
different levels, languages, linguistic backgrounds, age groups, and populations is needed to reach
more comprehensive conclusions about the effective integration of CALL in the subject.

17. Recommendations for Future Research
This study found that computer-assisted language learning (CALL) instruction was just as
effective as traditional teacher-directed grammar instruction in the classroom. Given the
limitations of this experimental study, the finding was noteworthy. To begin with, the current
study's treatment duration was limited. Each module was only taught for five days. As a result, it
would be prudent to extend this experiment with a longer treatment period at a different year level
or school, because four days of instruction weekly for four weeks may have been insufficient for
students to grasp the concepts. If the experiment could have lasted longer, the results would have
been better.
In addition, the researchers recommend for future researchers in the field to replicate this
study with more participants taking the tests since sample size may affect the validity of the study.
In the present study, 16 students belonged to the control group and 14 students belonged in the
experimental group.
References