The document discusses a study that developed and tested a Computer-Assisted Language Learning (CALL) based program to improve English language skills for kindergarten students in Egypt. The study aimed to enhance students' listening, speaking, reading, and writing abilities. Researchers created assessment tools and tested 32 students before and after implementing one module of the CALL-based program. The findings showed that the program significantly improved the students' English language skills.
Investigating the Challenges Faced by Iraqi Secondary School Students in Engl...MehranMouzam
The aim of the current study is to uncover the challenges encountering Iraqi students in the secondary school classrooms. Five students in a public secondary school located in Misan province participate in this investigational study. The study explores the challenges the students face in the learning process; particularly in the acquisition of oral proficiency. However, oral proficiency, even as used by the teacher, hardly ever functions as a means for students to acquire knowledge and explore new ideas. This paper attempts to identify the challenges or problems that students encounter in teaching English oral proficiency.
Data collection methods used in this study include students’ interviews and classroom observations. After collecting information and taking notes on the students’ oral proficiency. Data collected demonstrates that the acquisition of the students’ oral proficiency is associated with several challenges and problems that inhibit their pursuit to interact and express themselves in real-life situations. In sum, the study concludes that when learning English oral proficiency, several challenges prevent the students’ oral performance or progress such as improperly trained teacher, government policy, assessment systems, exposure to English, and less use of audio-visual aids etc.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
Investigating the Challenges Faced by Iraqi Secondary School Students in Engl...MehranMouzam
The aim of the current study is to uncover the challenges encountering Iraqi students in the secondary school classrooms. Five students in a public secondary school located in Misan province participate in this investigational study. The study explores the challenges the students face in the learning process; particularly in the acquisition of oral proficiency. However, oral proficiency, even as used by the teacher, hardly ever functions as a means for students to acquire knowledge and explore new ideas. This paper attempts to identify the challenges or problems that students encounter in teaching English oral proficiency.
Data collection methods used in this study include students’ interviews and classroom observations. After collecting information and taking notes on the students’ oral proficiency. Data collected demonstrates that the acquisition of the students’ oral proficiency is associated with several challenges and problems that inhibit their pursuit to interact and express themselves in real-life situations. In sum, the study concludes that when learning English oral proficiency, several challenges prevent the students’ oral performance or progress such as improperly trained teacher, government policy, assessment systems, exposure to English, and less use of audio-visual aids etc.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...CarloMedoranda
This descriptive research aimed to identify the objective and subjective learning needs of grades 4 – 6 elementary school learners of Bayanihan Institute. It also looked into the most and least important needs of the learners, proposed intervention program to enhance English instruction in the school, and determined the implications of the research findings to the teaching of English as a second language to the young Filipino-Chinese learners.
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...Anbukkarasi Kannan
The main objective of this study was to determine the effectiveness of using English songs to improve vocabulary knowledge among 30 form three students of a government secondary school in Semenyih, Selangor. A vocabulary test (pre-test), an oral survey on attitudes towards learning vocabulary and observation were conducted before the intervention. the intervention – “Let’s learn new words” was carried out with English songs for three times over a three-week course. After the intervention, a post-test, an oral survey on attitudes towards learning vocabulary and observation were conducted. Results at the end of the study revealed that the experimental group experienced an increase in the vocabulary knowledge. Meanwhile, the qualitative results revealed that most of the students have positive attitude towards learning vocabulary after the intervention. All in all, the findings showed that song-based activities are useful tools to reinforce learning of vocabulary by providing an enjoyable classroom atmosphere. Hence, it is highly recommended that English Language teachers use English songs to teach vocabulary in schools.
This study aimed to explore the communication challenges between hearing impaired students
and EFL teachers in Inclusive English Language classrooms. To achieve its objectives, the study used Biftu
Nekemte Senior Secondary School as research site and employed qualitative methods
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
Education, discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).
(Read Arne Duncan’s Britannica essay on “Education: The Great Equalizer.”)
Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Children—whether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattan—are born without culture. Education is designed to guide them in learning a culture, molding their behaviour in the ways of adulthood, and directing them toward their eventual role in society. In the most primitive cultures, there is often little formal learning—little of what one would ordinarily call school or classes or teachers. Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.
As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.
Britannica Money Britannica Money
Money basics for kids: 5 skills to teach them now
This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems. Other aspects of education are treated in a number of articles. For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching; pedagogy; and teacher education. For a description of education in various specialized fields, see historiography; legal education; medical education; sci
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...Anbukkarasi Kannan
The main objective of this study was to determine the effectiveness of using English songs to improve vocabulary knowledge among 30 form three students of a government secondary school in Semenyih, Selangor. A vocabulary test (pre-test), an oral survey on attitudes towards learning vocabulary and observation were conducted before the intervention. the intervention – “Let’s learn new words” was carried out with English songs for three times over a three-week course. After the intervention, a post-test, an oral survey on attitudes towards learning vocabulary and observation were conducted. Results at the end of the study revealed that the experimental group experienced an increase in the vocabulary knowledge. Meanwhile, the qualitative results revealed that most of the students have positive attitude towards learning vocabulary after the intervention. All in all, the findings showed that song-based activities are useful tools to reinforce learning of vocabulary by providing an enjoyable classroom atmosphere. Hence, it is highly recommended that English Language teachers use English songs to teach vocabulary in schools.
This study aimed to explore the communication challenges between hearing impaired students
and EFL teachers in Inclusive English Language classrooms. To achieve its objectives, the study used Biftu
Nekemte Senior Secondary School as research site and employed qualitative methods
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
Education, discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).
(Read Arne Duncan’s Britannica essay on “Education: The Great Equalizer.”)
Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Children—whether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattan—are born without culture. Education is designed to guide them in learning a culture, molding their behaviour in the ways of adulthood, and directing them toward their eventual role in society. In the most primitive cultures, there is often little formal learning—little of what one would ordinarily call school or classes or teachers. Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.
As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.
Britannica Money Britannica Money
Money basics for kids: 5 skills to teach them now
This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems. Other aspects of education are treated in a number of articles. For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching; pedagogy; and teacher education. For a description of education in various specialized fields, see historiography; legal education; medical education; sci
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Computer-Assisted Language Learning (CALL) Based Program For Developing The Kindergarteners English Language Skills
1. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭ
A Computer-Assisted Language Learning (CALL) Based Program
for Developing the Kindergarteners’ English Language Skills
By
Dr. Mohammad Abu El-Magd* Dr. Neveen Ahmad Khalil**
2012
Abstract
The purpose of this research was to develop the Kindergarteners’
English Language skills. The target English Language Skills were:
Listening, Speaking, Reading and Writing that were appropriate to KG1
Kids. Four measurement tools were developed by the researchers and
validated. They were: 1) Listening test, 2) Speaking Test, 3) Reading Test
and 4) Writing Test. The participants were a group of 32 KG1 kids at
Osman Ahmad Osman School (one of Ismailia Public Schools in Egypt).
The research design was one group pre- and post-test experimental design.
One of the modules of the proposed program was fully developed and
applied by the use of the Computer-assisted Language Learning (CALL) as
an effective and helpful approach to teaching English as a Foreign
Language (EFL) to kindergarteners with the classroom learning. The
findings revealed that the proposed program had a significant positive
effect on developing the KG1 kids’ EFL skills.
Key Words: CALL, Language Skills, Listening , Speaking, Reading,
Writing, Integration of Language Skills and Kindergarten
* Lecturer of Methods of TEFL, Ismailia Faculty of Education, Suez
Canal University, Egypt.
** Lecturer of Methods of Kindergaten Teaching, Ismailia Faculty of
Education, Suez Canal University, Egypt.
2. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯ
A Computer-Assisted Language Learning (CALL) Based Program
for Developing the Kindergarteners’ English Language Skills
Background and Problem
Kindergarten is a significant year in a child's development because it
is the introduction to many academic and social skills. Kindergarten
prepares the children for more structured schooling. In the last few years,
skills that used to be taught in first grade of the primary stage are now
introduced in kindergarten, so kindergarten has become more focused and
goal-oriented than it was in the past (Davis,2012). Brain research supports
the belief that teaching a foreign language to kindergarteners can be a key
factor in language ability. There is a critical period hypothesis that says the
cortex of a child’s brain is more plastic than that of an older learner and
therefore a child has many more synapses taking place. These synapses or
connections occurring in the brain result in a greater ability to pronounce
particular sounds due to the fact that a child’s facial muscles have not yet
matured and he/she has not lost the sensitivity to phonetic distinctions.
Another reason to teach English as a Foreign Language (EFL) at the start of
a child’s academic career is that children who study EFL score higher on
verbal standardized tests conducted in English (Faust, 2012).
This is almost in line with Ontario Ministry of Education’s
Kindergarten Program (2007:6) which affirms that early EFL have a
profound effect on the kindergarteners’ development. On the other hand,
EFL in the kindergarten stage should be incorporated into a Language Arts
program. The language arts are listening, speaking, reading and writing
(Penn, 2012). Thus, bilingual kindergarten (Native Language/English)
teachers claim that kindergarteners have the ability and the necessity to go
3. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯ
through a well-structured program including the four basic language skills
of listening, speaking, reading and writing (Leal, 2012).
Accordingly, the researcher conducted content analysis, a sample EFL
test involving the four language skills and open interviews with the
Kindergarten supervisors, Senior Kindergarten teachers and Kindergarten
teachers of EFL as a preliminary investigation. The content analysis was
conducted to check out how the Kindergarteners’ EFL program fulfill their
needs for a sound linguistic development of their language skills of
listening, speaking, reading and writing; the sample EFL exam was
administered to check out the KG1’ performance level in English and open
interviews were conducted in order to find out the EFL Skills that KG1
need as well as their performance level in the four basic language skills.
In light of the content analysis of the kindergarteners’ EFL courses at
the public schools in Levels 1 and 2, these courses do not involve listening
or speaking skills at all, besides they lack even the fundamental basics in
reading and writing for kindergarteners. Also, there are no higher general
EFL courses at Levels 1 and 2 in the kindergarten stage at the public
experimental language schools since they vary from one school to another
depending on the EFL teachers’ self-made EFL handouts to
kindergarteners. Consequently, a preliminary EFL Exam was conducted to
the KG1 in both public schools (2 schools) and public language
experimental schools (2 schools) in Ismailia City in Egypt. Based on the
findings of this exam, it was found out that kindergarteners lack the
listening and speaking skills as well as they encounter EFL reading and
writing difficulties. The findings with this pilot study are in line with the
problem of the study conducted by Labib (2010:1) in Arish City in Egypt,
4. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϰ
which stated that Kindergarteners lack the phonological awareness skills in
EFL. This, in turn, affects negatively the kindergarteners’ listening,
speaking, reading and writing skills as proved by a study conducted by Adl
Hameed (2009).
Review of literature and related studies
Since the current research aimed at developing English as a Foreign
Language (EFL) skills for kindergarteners at Egyptian Public Schools and
Public Language, the first step is to identify the most important sub-skills
in each of the four basic language skills that are necessary for the second
level kindergarteners. Besides, the use of a Computer-assisted Language
Learning (CALL) approach based program to develop such skills.
Therefore, a review of literature and related studies was provided in the
following:
1. Kindergarteners’ English as a Foreign Language )EFL( Skills.
2. CALL Approach and its key role in an effective and active TEFL.
1. Kindergarteners’ English as a Foreign Language (EFL) Skills:
1.1 Listening:
Listening is one of the most important skills of EFL in general
and for kindergarteners in particular for they help the kindergarteners
develop their ability to understand the spoken text. Even at the
beginner level of the kindergarteners, they are the starting point for
their oral communication later in the next stages of their academic
years at schools and in their life after graduation since it is harder to
develop the listening skills for the EFL adult learners who could not
manage to develop their listening skills at a younger age.
5. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϱ
Therefore, a literature review was carried out to identify the
following most significant listening skills which are necessary for
kindergarteners. According to The Egyptian National Standards for
Kindergarten (The Egyptian Ministry of Education, 2011:84), the
listening skills involved are:
a. Focusing on what is heard.
b. Understanding simple information presented orally.
c. Following and understanding one or two step oral directions.
d. Expressing feelings based on what is heard (non-verbal cues
and facial expressions)
e. Descriminating among phonemes in the three-phoneme-words
(Pen, Cat, Dog)
f. Recognizing rhyming words with alliteration (Bat – Cat, Pan –
Fan)
However there are other important listening skills that KG miss in
Egypt and they are domestically appropriate to EFL in KG:
a. Understanding simple information presented through media
b. Understanding question words (interrogatives)
c. Understanding spoken simple and short sentences.
d. Understanding spoken simple adjectives and their antonyms
(Michigan State Board of Education, 2008:8 ; California State
Board of Education , 2009:5; Utah State Office of Education,
2010: 25; and North Carolina Department of Public Instruction ,
2012:20)
6. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϲ
1.2 Speaking:
Speaking is also a significant EFL skill for kindergarteners. In
this respect, the North Carolina Department of Public Instruction
(2012:20-21) states that kindergarteners should engage in
conversations about grade-appropriate topics and texts, thus they
should be given the opportunity to take part actively in a variety of
rich and structured conversations.
Therefore, a literature review was carried out to identify the
following most significant speaking skills which are necessary for
kindergarteners. According to The Egyptian National Standards for
Kindergarten (The Egyptian Ministry of Education, 2011:85), the
Speaking skills involved are:
a. Pronouncing the phonemes of the alphabet.
b. Repeating orally the spoken words or songs.
c. Expressing feelings orally (happiness, sadness, etc)
However there are other important speaking skills that KG miss
in Egypt and they are domestically appropriate to EFL in KG:
a. Confirming understanding of a spoken text orally presented
information by asking and answering questions.
b. Asking and answering questions in order to seek help, get
information, and get permission to do something or clarify
what is not understood.
c. Using the question words (interrogatives) orally.
d. Producing simple two or three-letter words.
7. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϳ
(Michigan State Board of Education, 2008:7 ; California State
Board of Education , 2009:5; Utah State Office of Education,
2010: 25; and North Carolina Department of Public Instruction ,
2012:20-21)
1.3 Reading:
Reading ,as an EFL skill to kindergarteners, is the most
important language skill since it ultimately aims at developing the
kindergarteners’ phonological awareness whereas Kindergarteners at
Egyptian schools lack the phonological awareness in EFL as stated
by a study conducted by Labib (2010:1). Moreover, reading must not
be regarded as simply the teaching of grammar or vocabulary;
however it involves attaching meaning to form the language as well
as extracting meaning from print (English Section of the Advisory
Inspectorate and the Institute of Language in Education, 1993: 307-
310). A study was conducted by Gwendolyn (2006:2-98) to prove
the great influence of Phonics as a basic part of a fundamental
reading program on EFL learning in Chinese Classrooms especially
for kindergarteners. In this regard, the main objective of this study
was to prove the importance of starting to teach EFL with phonics.
Thus, he claims that phonics (as an essential part of the EFL reading
foundation program to kindergarteners) is vital for anyone who cares
about their children‘s education and wants to get their money‘s
worth sending their kids to English language centers.
Therefore, a literature review was carried out to identify the
following most significant reading skills which are necessary for
kindergarteners. According to The Egyptian National Standards for
8. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϴ
Kindergarten (The Egyptian Ministry of Education, 2011:85), the
Reading skills involved are:
a. Recognizing and naming all upper- and lowercase letters of the
alphabet.
b. Following words from left to right, top to bottom
c. Demonstrating basic knowledge of letter-sound
correspondences by producing the primary or most frequent
sound for each consonant.
d. Guessing the first letter of the words in light of the attached
pictures.
e. Using pictures and context to make predictions about the story
content.
However there are other important reading skills that KG miss in
Egypt and they are domestically appropriate to EFL in KG:
a. Concepts about print:
➢ Identifying the front cover, back cover and title page of the
book.
➢ Understanding that printed materials provide information.
➢ Understanding that words are separated by spaces in print.
b. Phonemic Awareness:
➢ Distinguishing between similarly spelled words by
identifying the sounds of the letters that differ.
➢ Isolating and pronouncing the initial sound (phoneme) in
three-phoneme (consonant-vowel-consonant) words.
c. Decoding and Word Recognition:
9. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϵ
➢ Matching all consonant and short-vowel sounds to
appropriate letters.
➢ Understanding that as letters of words change, so do the
sounds (i.e., the alphabetic principle).
d. Reading Comprehension:
➢ Understanding the main idea of a printed text of a short
sentence.
(Michigan State Board of Education, 2008:1-4 ;California
State Board of Education , 2009:1-2; Utah State Office of
Education,2010:13-18; North Carolina Department of
Public Instruction , 2012:8-15; and IOWA Department of
Education, 2012)
1.4 Writing:
Kindergarten marks the first year of elementary school and the
introduction to a variety of new skills and concepts. Therefore,
writing, as an EFL skill to kindergarteners, is as important as the
other EFL skills since kindergarteners are at an age when their
interest in writing can ebb and wane. Thus, it is a good idea to
engage them in writing-oriented activities )O’Neal, 2012(. Among
the many things that children learn during kindergarten is
handwriting as it is a skill that is required for both academic and day-
to-day lives. Handwriting is perhaps one of the most important of
these skills since Kindergarteners begin learning how to print the
letters of the alphabet, and using a variety of engaging activities that
capture their interest can help them master this basic, yet vital skill
(Mae, 2012).
10. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϬ
Therefore, a literature review was carried out to identify the most
significant writing skills that are necessary for kindergarteners.
According to The Egyptian National Standards for Kindergarten
(The Egyptian Ministry of Education, 2011:85), the Writing skills
involved are:
a. Writing by moving from left to right and from top to bottom
b. Writing alphabetical letters (upper and lower cases) by tracing
models.
c. Writing the name by hand or by the keyboard.
However there are other important writing skills that KG miss in
Egypt and they are domestically appropriate to EFL in KG:
a. Organization and Focus:
➢ Writing alphabetical letters (upper and lower cases) by
dictation.
b. Penmanship:
➢ Writing uppercase and lowercase letters of the alphabet
independently, attending to the form and proper spacing of
the letters.
(Michigan State Board of Education, 2008:5-6 ; California
State Board of Education , 2009:3; Utah State Office of
Education ,2010:21,28; EduGuide Staff, 2010; and North
Carolina Department of Public Instruction , 2012:16-19)
Conclusion
Depending on the previously mentioned sub skills in each of the
four basic language skills needed for kindergarteners in light of the
literature review, a list of EFL skills was prepared to be submitted to
11. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϭ
jurors in the field of TEFL and Kindergarten Education to identify
the EFL skills that are necessary for and appropriate to KG1 in
Egypt. Accordingly the following EFL skills were used in the
proposed CALL program:
Listening
1. Understanding one step directions.
2. Understanding spoken simple words.
3. Understanding spoken simple short phrases or sentences.
4. Understanding spoken simple adjectives and their antonyms.
Speaking
1. Asking and answering simple questions orally in order to seek
help, get and provide information, or get permission to do
something.
2. Speaking audibly to express thoughts, feelings and ideas clearly.
3. Producing simple words or short sentences/ phrases.
4. Spelling orally the first letter of the words they hear.
5. Saying the meaning of words in light of the accompanying
pictures or their equivalents in Arabic.
6. Singing simple elementary songs.
7. Saying the alphabets in their correct order.
Reading
a. Concepts about print
1. Following letters from left to right.
2. Naming all upper- and lowercase letters of the alphabet.
b. Phonemic Awareness
1. Pronouncing the initial phonemes in words.
12. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϮ
2. Recognizing rhyming words.
c. Decoding and Word Recognition
1. Producing the primary or most frequent sound for the letters.
2. Reading the letters of the sounds they hear.
Writing
a. Organization and Focus
1. Writing the alphabets in their correct order by moving from
left to right.
2. Writing alphabetical letters (upper and lower cases) by
dictation.
3. Writing alphabetical letters (upper and lower cases) by
reading a written model.
4. Writing the first letter of the words in light of their provided
pictures.
5. Writing the spoken letters.
b. Penmanship
1. Writing uppercase and lowercase letters of the alphabet
independently, attending to the form and proper spacing of
the letters.
2. CALL Approach and its key role in an effective and active TEFL:
The use of Computer Assisted Language Learning (CALL) in
the field of education has increased remarkably in recent years due to
the swift and modern changes in language software (Bagheri, E. et
al, 2012). The use of CALL has won a secure place among the
resources available to the modern language teacher. Language
centers throughout the world know that they cannot do without
13. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϯ
computes for learning purposes (Admin: 2011). However, to the best
of the researcher’s knowledge, CALL is not widely employed in the
field of TEFL in Egypt.
2.1 What is the CALL Approach?
Computer-assisted language learning (CALL) is an
approach to teaching and learning in which the computer and
computer-based resources, such as Internet, are used to
present, reinforce and assess. It also includes the search for
and the investigation of applications in language teaching and
learning. CALL has also been known by several other terms
such as technology-enhanced language learning (Jani, 2011:1).
In light of the variables of this research, CALL approach is an
offline multimedia-based approach to teaching of EFL which
works as an effective assistant in the classroom instruction of
EFL to the KG1 in a way that helps develop their EFL
language skills of listening, speaking, reading and writing.
2.2 The CALL approach’s key role in teaching EFL skills:
The CALL approach is supposed to help teach EFL
effectively. As for the positive effect of CALL on TEFL, a
study was conducted by Almekhlafi (2006) to investigate the
effect of CALL on the United Arab Emirates preparatory
pupils’ EFL learning. The findings proved the role of CALL
as an effective and active approach to TEFL for preparatory
pupils. Therefore, CALL takes into consideration the
development of all the four skills, listening, speaking, reading
and writing, required for EFL learning since it is based on
14. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϰ
enhancing an interactive teaching and individualizing learning
(Shiwani,2009).
2.2.1 The CALL approach and Teaching Listening:
In general, CALL helps enhanced EFL learners’
listening ability (Bingham & Larson, 2006). In this
respect, a study was conducted by Phuong (2010) to
investigate the effect of using the CALL approach to
promote the adult EFL learners’ listening skills in
Vietnamese universities. The findings proved its
effectiveness in developing their listening skills.
Moreover, a study was conducted by Nobar &
Ahangari (2012) to determine the impact of CALL on
Iranian EFL adult learners’ task-based listening skills
at Islamic Azad University. The results asserted the
effectiveness of using the CALL approach in
developing the EFL learners’ listening skills.
2.2.2 The CALL approach and Teaching Speaking:
The development of speaking skills through the
CALL approach, is being given the attention it deserves
but still a lot has to be achieved (Shiwani, 2009). The
CALL approach can help develop the speaking skills
through an integration between speaking and listening
(Zou, 2008) since listening and speaking are closely
related together in EFL learning (Murphy, 1991 and
Hedge, 2000). Accordingly, CALL helps provide
controlled interactive speaking practice inside the
15. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϱ
classroom based on the multimedia-based listening
instruction of the CALL approach. Therefore, using
CALL has led to small improvements in ability to
engage in meaningful conversation in the EFL context
(Shiwani, 2009). In this regard, CALL can supplement
face-to-face teaching but cannot replace it to develop
the EFL learners’ speaking skills.
2.2.3 The CALL approach and Teaching Reading:
CALL is an effective approach to teaching
reading in EFL courses (Soe et al, 2000). Magisterska et
al (2011) refer to the following impacts of CALL on
Teaching Reading in an EFL context:
a. Computers can present the text in a variety of ways
apart from a plain printed one. The text can be
accompanied by animation and sound which make both
the text and reading more interesting.
b. Computerized reading activities are also more
challenging, interesting, motivating and they demand a
lot of attention and full participation on the part of the
learner.
2.2.4 The CALL approach and Teaching Writing:
Computer-based writing instruction, as a part of
CALL approach to TEFL, plays a vital role in
developing some writing skills. In this respect, a study
was conducted by Mohammadi et al (2012) in which
they confirmed the effects of CALL approach on
16. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϲ
developing the EFL adult learners’ writing accuracy.
Another study was conducted by Jafarian et al (2012) to
determine the effect of CALL on EFL high school
students’ writing achievement. The findings confirmed
that Computer-assisted writing instruction helps develop
their writing skills better than the traditional instruction
since it increases their motivation to write better and
provide them with constructive feedback. However,
computers cannot properly assess writing skills
(Shiwani, 2009). Therefore, CALL can supplement
face-to-face teaching but cannot replace it.
Conclusion
Generally, CALL improves command over basic skills in
language classrooms (Shiwani, 2009). Thus, the CALL approach is
effective in developing the EFL learners’ language skills. However,
considering the current level of technology, most significant gains
are achieved in reading and listening because computers cannot
properly assess speaking and writing skills. Consequently, the
current research attempted to design a module in a proposed EFL
program which is based on the CALL approach in order to develop
the KG1 kids’ EFL skills of listening, speaking, reading and writing
in combination with face-to-face classroom teaching.
17. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϳ
Statement of the problem
According to the findings of the conducted pilot studies (Content
Analysis, Preliminary English Exam and Open interviews), it has been
found out that:
a. There is almost no EFL course in Kindergarten Stage at the
public schools.
b. There is no higher level EFL courses in Kindergarten Stage at
the public experimental language schools.
c. Kindergarteners at the public schools and the public
experimental language schools in Ismailia encounter serious
difficulties in learning English as a Foreign Language (EFL).
Therefore, the current research sought to find answers to the following
questions:
1. What are the EFL sub-skills that KG1 kids need in the four basic
language skills?
2. What are the features of the proposed CALL approach based
program?
3. What is the effect of applying the first module of the proposed
CALL approach based program on the KG1 kids’ EFL learning in
each of the following language skills:
a. Listening?
b. Speaking?
c. Reading?
d. Writing?
18. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϴ
Hypotheses
1. There is a statistical significant difference at the significant level
(0.05) between the mean scores of the pre- and post-measurements of
the listening test in favor of the post-measurement.
2. There is a statistical significant difference at the significant level
(0.05) between the mean scores of the pre- and post-measurements of
the speaking in favor of the post-measurement.
3. There is a statistical significant difference at the significant level
(0.05) between the mean scores of the pre- and post-measurements of
the reading in favor of the post-measurement.
4. There is a statistical significant difference at the significant level
(0.05) between the mean scores of the pre- and post-measurements of
the writing test in favor of the post-measurement.
Objectives
1. Proposing a CALL approach based program and designing the first
module to develop the KG1 kids’ English Language Skills at
Ismailia public schools.
2. Determining the effect of teaching the developed module by using
the CALL approach on the KG1 kids’ EFL skills at Ismailia Public
schools.
Delimitations
The current research was delimited to the following:
1. KG1 at Ismailia Public Schools in Egypt.
2. The four basic EFL Skills that are appropriate to the KG1.
19. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϭϵ
3. Developing the first module of the proposed CALL based EFL
program for the 1st semester of the 1st level kindergarten stage.
4. Applying the first module of the developed program.
Method
1. The Design:
In the current research, the One Group Pre and Post Test Design was
used as indicated in the following table:
Table (1)
The Research Design
Pre-measurement Experimental
Treatment
Post-measurement
The
participants
Conducting the EFL
Tests
Teaching the
developed CALL
approach based first
module
Conducting the
EFL Tests
2. The Participants:
A Random sample of 32 KG1 kids at one of Ismailia Public Schools.
3. The instruments:
• The developed module in the proposed CALL approach based
program (prepared by the researchers)
• Four EFL tests aiming at assessing the KG1 kids’ listening,
speaking, reading and writing (prepared by the researchers)
The Program
A framework was proposed for the CALL-based program to teaching
EFL to KG1. The program is based on E-learning (multimedia-based
presentations) except for the classroom learning sessions in which the
20. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϮϬ
kindergarteners will practice speaking or use their handwriting worksheets
(for letter tracing) and blank worksheets (for drawing and dictation). The
program involves the following three modules:
1. Module 1 “Hello” in this module the kindergarteners learn the
following:
• Instructions )“Stand up”, “Sit down”, “Go potty” and “Be
quiet”(
• Expressions “)I’m Happy” and “I’m Sad”(
• Requests )“Water, please” and “Toilet, please”(
• Welcoming and Greeting )“Hello” and “Good Morning”(
• Getting and providing information )“What’s your name?”
and “How old are you?”(
• Words )“Black”, “White” and “Circle”(
• The uppercase and lowercase of the letters A,B and C
(Listening, Speaking, Reading and Writing)
• The major phoneme of each of these letters.
• Words that start with the letters A, B and C.
2. Module 2 “I am in KG1” in this module the
kindergarteners learn the following:
• Asking for help )“Please, open my bag” and “Please, open
my pencil case”(
• Expressions “)I’m Hungry” and “I’m Thirsty”(
• Requests )“Draw, please” and “Color, please”(
• Adjectives and their antonyms )“Tall”, “Short”, “Big”,
“Small”, “Thin” and “Fat”(
21. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯϭ
• Getting and providing information )“Which school are you
in?” and “Which class are you in?”(
• Words )“Blue”, “Red” and “Triangle”(
• The uppercase and lowercase of the letters D,E and F
(Listening, Speaking, Reading and Writing)
• The major phoneme of each of these letters.
• Words that start with the letters D, E and F.
3. Module 3 “Bye” in this module the kindergarteners learn
the following:
• Asking for help )“Pencil, please” and “Rubber, please”(
• Expressions “)I’m Sleepy” and “I’m Tired”(
• Requests )“Write, please” and “Read, please”(
• Adjectives and their antonyms )“Cold”, “Hot”, “Living”,
and “Non-living”(
• Getting and providing information )“What is your
nationality?” and “Who created us?”(
• Words )“Yellow”, “Green” and “Square”(
• The uppercase and lowercase of the letters G,H and I
(Listening, Speaking, Reading and Writing)
• The major phoneme of each of these letters.
• Words that start with the letters G, H and I.
The first module was fully developed as a model to figure out the
program’s effect on the KG1’ EFL skills. The duration of Module 1 is
16 hours (4 days a week / 4 hours a day). The module’s multimedia-
based layout is shown in the following figure:
22. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϮϮ
The Title
Page
The
Objectives
Page
Intro Pages
23. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯϯ
3D Texts
Pictures
Content and Task Pages
Supported by
24. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯϰ
Videos
Figure (1) The layout of the multimedia presentation sessions in Module 1
“Hello” of the CALL-based Program to teaching EFL skills to KG1
Task Page
25. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯϱ
Procedures
To answer the first question:
1. Preparing an inventory of the four basic EFL skills and their inherent
sub-skills by:
a. Reviewing literature and related studies for the Kindergarten’s
EFL skills.
b. Conducting open interviews (to identify the necessary 1st level
Kindergarten’s EFL skills( with the following:
i. Kindergarten supervisors.
ii. Senior kindergarten teachers at the public and
experimental language schools.
iii. Kindergarten teachers of EFL at the public and
experimental language schools.
2. Submitting the EFL skills’ inventory to a jury committee in the field
of TEFL and Kindergarten Education to identify the most important
and appropriate EFL skills to the KG1.
To answer the second question:
1. The analysis stage:
In light of the learners’ needs assessment )the validated inventory of
KG1’ EFL skills, the coming steps were followed:
a. Identifying the goals of the proposed program.
b. Specifying the topics of the proposed program.
c. Identifying the multimedia elements that were necessary for
presenting the specified content; such as text, sound, video,
animation, graphics, etc.
2. The design stage:
26. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯϲ
a. Dividing the specified topics into three modules.
b. Formulating the aims of each module.
c. Formulating the objectives of each topic in each module.
d. Collecting the content of the first module in light of its aims
and objectives.
e. Designing the embedded activities of the first module either
on hand-outs for the classroom learning instruction, or the on
computer for the multimedia-based instruction.
f. Creating the storyboard of the first module so that it included
the following:
i. User interaction controls.
ii. Screen layouts.
iii. Navigation maps.
3. The production stage:
a. Getting and producing the previously identified multimedia
elements for the first module.
b. Authoring the first module by using the computer software.
c. Producing the sheets and the handouts that were attached to
the multimedia-based instruction while using the CALL
approach.
4. The evaluation stage:
a. Alpha test:
Submitting the first module which was fully developed, and
the framework of the other two modules to jurors in the fields
of TEFL, Kindergarten Education and Instructional
Technology.
27. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯϳ
b. Beta test:
Making the necessary modifications in light of the pilot
application of the first module in the proposed CALL
approach based program.
5. The application stage:
a. Publishing the first module for final application on:
i. DVD for the multimedia based instruction.
ii. Hand-outs and sheets for the classroom instruction.
b. Applying the first module, using the CALL approach in
October of the first semester of the scholastic year 2012-2013
starting from 7th of October on Sunday until the 7th of
November on Wednesday (4 days per week from Sunday until
Wednesday) at Osman Ahmad Osman public school in
Ismailia (Egypt).
To answer the third question:
1. Designing the tests in light of the objectives of the first module so
that each test measures a skill (Listening Test, Speaking Test,
Reading Test and Writing Test).
2. Submitting the tests to jurors in the fields of TEFL and Kindergarten
Education to verify their content validity.
3. Checking the reliability of the tests by using the test-retest method.
4. Administering the final forms of the four EFL tests to the
participants before and after the treatment (One test per day).
5. Collecting the data from the pre and post-measurements.
6. Treating the data statistically.
7. Discussing the findings and offering explanations.
28. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯϴ
Findings and discussion of results
Investigating the experimental hypotheses by conducting paired-samples T-
test as follows:
1. Hypothesis I stated “There is a statistical significant difference at the
significant level (0.05) between the mean scores of the pre- and post-
measurements of the listening test in favor of the post-
measurement”. The T-Test paired as used to check this hypothesis.
The following table shows the findings related to the listening skill.
Table (2)
T-Test value for the difference between the mean scores of the
Pre and Post-measurements of the Listening Test
Number of
Participants
Mean
Scores
Standard
Deviation
T-Value Significance
Pre-measurement
32
11.613 5.34589
-15.540 .000
Post-measurement 23.226 3.61211
The table above demonstrates that the T-Value is significant at
(0.05) level. Thus, the hypothesis was approved.
As for the Effect Size on the listening skill, it was estimated by using
the following equation:
T2
2= __________
T2 + df
29. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
Ϯϵ
The table below shows the related findings:
Table (3)
The Effect Size level of the fully developed module 1
on the listening skill
Independent
variable
Dependent
variable
T2 Value DF 2 Effect Size
level
The CALL-based
Program
(Module 1)
Listening
Skill
241.4916 31 0.88 High
Accordingly, the proposed program is supposed to have a high and
positive effect on the KG1’ Listening skill. This significance may be
due to the following:
a. Using the CALL approach to teaching listening. [As stated
by Larson (2006) and approved in the study conducted by
Nobar & Ahangari (2012)]
b. Providing listening with real life videos.
c. Providing the listening using native speakers’ voices.
d. Synchronizing the audio with the text and pictures.
2. Hypothesis II stated “There is a statistical significant difference at
the significant level (0.05) between the mean scores of the pre- and
post-measurements of the speaking in favor of the post-
measurement”. The T-Test paired as used to check this hypothesis.
The following table shows the findings related to the Speaking skill.
30. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϬ
Table (4)
T-Test value for the difference between the mean scores of the
Pre and Post-measurements of the Speaking Test
Number of
Participants
Mean
Scores
Standard
Deviation
T-
Value
Significance
Pre-
measurement 32
7.9062 3.77051
-17.161 .000
Post-
measurement
22.7500 4.28802
As for the Effect Size on the speaking skill, it was estimated by
using the following equation:
T2
2= __________
T2 + df
The table below shows the related findings:
Table (5)
The Effect Size level of the fully developed module 1
on the speaking skill
Independent
variable
Dependent
variable
T2 Value DF 2 Effect Size
level
The CALL-based
Program
(Module 1)
Speaking Skill 294.499921 31 0.90 High
The table above demonstrates that the T-Value is significant at
(0.05) level. Thus, the hypothesis was approved. Accordingly, the
proposed program is supposed to have a high and positive effect on
the KG1’ Speaking skill. This significance may be due to the
following:
31. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϭ
a. Integrating Listening and Speaking by using the CALL
approach. [As claimed by Zou (2008)]
b. Introducing the topic of speaking using different multimedia
elements; such as text, audio, video , animation, pictures,
…etc. [As referred to by Shiwani (2009)]
c. Using the CALL approach to enhance the classroom learning.
[As stated by Shiwani (2009)]
3. Hypothesis III stated “There is a statistical significant difference at
the significant level (0.05) between the mean scores of the pre- and
post-measurements of the reading in favor of the post-measurement”.
The T-Test paired as used to check this hypothesis. The following
table shows the findings related to the Reading skill.
Table (6)
T-Test value for the difference between the mean scores of the
Pre and Post-measurements of the Reading Test
Number of
Participants
Mean
Scores
Standard
Deviation
T-
Value
Significance
Pre-
measurement 32
16.7419 3.08726
-
14.218
.000
Post-
measurement
25.8387 2.64697
As for the Effect Size on the reading skill, it was estimated by using
the following equation:
T2
2= __________
T2 + df
32. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϮ
The table below shows the related findings:
Table (7)
The Effect Size level of the fully developed module 1
on the reading skill
Independent
variable
Dependent
variable
T2
Value
DF 2 Effect Size
level
The CALL-based
Program
(Module 1)
Reading
Skill 202.151524 31 0.86 High
Table (7) demonstrates that the T-Value is significant at (0.05)
level. Thus, the hypothesis was approved. Accordingly, the proposed
program is supposed to have a high and positive effect on the KG1’
Reading skill. This significance may be due to the following:
1. Integrating listening and reading by using the CALL
approach. [As demonstrated by Soe et al (2000)]
2. Using the CALL-based modeling instruction to teach
phonics. [As explained by Magisterska et al (2011)]
3. Synchronizing the Reading Text with the Audio, video or
Pictures. [As approved by Magisterska et al (2011)]
4. Hypothesis IV stated “There is a statistical significant difference at
the significant level (0.05) between the mean scores of the pre- and
post-measurements of the Writing test in favor of the post-
measurement”. The T-Test paired as used to check this hypothesis.
The following table shows the findings related to the Writing skill.
33. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϯ
Table (8)
T-Test value for the difference between the mean scores of the
Pre and Post-measurements of the Writing Test
Number of
Participants
Mean
Scores
Standard
Deviation
T-Value Significance
Pre-
measurement 32
16.3548 4.77876
-11.631 .000
Post-
measurement
24.4516 3.90588
As for the Effect Size on the writing skill, it was estimated by using
the following equation:
T2
2= __________
T2 + df
The table below shows the related findings
Table (9)
The Effect Size level of the fully developed module 1 on the writing skill
Independent
variable
Dependent
variable
T2
Value
DF 2 Effect
Size level
The CALL-based
Program
(Module 1)
Writing Skill 135.280161 31 0.81 High
The table above demonstrates that the T-Value is significant at
(0.05) level. Thus, the hypothesis was approved. Accordingly, the
proposed program is supposed to have a high and positive effect on
the KG1’ Writing skill. This significance may be due to the
following:
1. Integrating Listening, Reading and Writing by using the
CALL approach. [As referred to by Shiwani (2009)]
34. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϰ
2. Introducing the Writing tasks by using different multimedia
elements; such as text, audio, video, animation, pictures, etc.
[As proved by a study conducted by Jafarian et al (2012)]
3. Using the CALL approach to enhance the classroom
learning. [As referred to by Shiwani (2009)]
References
Abdl Hameed, S.K. )2009(, “The Effectiveness of a Training Program in
improving the Pronunciation of a Sample of Kindergarteners with
Learning Difficulties”, The Center of Studies and Researches for
The Disabled Kids: 1017-1058 (In Arabic)
Admin. (2011), CALL approach into EFL classroom setting: An
investigation into the role of teacher’s research proposal,
http://research-topics.freeblogskorner.com/2011/09/call-
approach-into-efl-classroom-setting-an-investigation-into-the-
role-of-teachers-research-proposal.html, retrieved in August
2012
Almekhlafi, A.G. )2006(, “The effect of Computer Assisted Language
Learning (CALL) on United Arab Emirates English as a foreign
language )EFL( school students' achievement and attitude”,
Journal of Interactive Learning Research,
http://www.thefreelibrary.com/The+effect+of+Computer+Assisted
+Language+Learning+%28CALL%29+on+United...-0145516494.
, retrieved in August 2012
35. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϱ
Bagheri, E. et al. )2012(, “Effect of CALL-based and Non-CALL Based
Methods of Teaching on L2 Vocabulary Learning”, Journal of
Language Teaching and Research, Vol.3, No.4: 744-752
Bingham, S. & Larson, E. )2006(,” Using CALL as the major element of
study for a university English class in Japan”, The JALT Journal,
Vol.2, No.3: 39-52.
California State Board of Education. (2009), English-Language Arts
Content Standards for California Public Schools: Kindergarten
through Grade Twelve, California: California Department of
Education.
Davis, S. (2012), What is Taught in Kindergarten?, available at:
http://www.ehow.com/facts_5183136_taught-kindergarten_.html,
retrieved in August 2012
EduGuide Staff. (2010), Elementary Study Skills in Kindergarten English
Language Arts, available at: http://www.eduguide.org/library/
viewarticle/1694, retrieved in September 2012
English Section of the Advisory Inspectorate and the Institute of Language
in Education. (1993), the Teaching of Phonics, Hong Kong:
Language Resource Center
Faust, M. )2012(, “Individual Differences in the Perceptual Representations
of Speech Sounds”, the Handbook of the Neuropsychology of
Language: 20-38
Gwendolyn, N. (2006), Phonics for Chinese EFL Learners, China
Hedge, T. (2000), Teaching and Learning in the Language Classroom,
Oxford: Oxford University Press.
36. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϲ
IOWA Department of Education. (2012), English Language Arts
Standards: Reading in Kindergarten, available at:
http://www.educateiowa.gov/index.php?option=com_content&vie
w=article&id=2370&Itemid=4475, retrieved in September 2012
Jafarian, K. et al. )2012(, “The Effect of Computer Assisted Language
Learning )CALL( on EFL High School Students’ Writing
Achievement”, European Journal of Social Sciences, Vol.27, and
No.2: 138-148
Jani, A.C. (2011), Computer-Assisted Language Learning, Bhavnagar
University: Department of English
Labib, H. (2010), Developing Some of the EFL Phonological Awareness
Skills for Kindergarteners, Egypt, Arish: Arish Faculty of
Education (In Arabic)
Leal, S.R. (2012), Teaching EFL in a Kindergarten, available at:
http://www.eslhitchhiker.com/forum/teach-english-fluent-
language-kindergartens, retrieved in September 2012
Mae, L. (2012), How to Teach Handwriting in Kindergarten, available at:
http://www.ehow.com/how_8670323_teach-handwriting-
kindergarten.html, retrieved in August 2012
Magisterska, P. et al. (2011), Application of Computer Assisted Language
Learning in the Development of Reading Comprehension Skills,
http://ifa.amu.edu.pl/fa/files/ifa/papers/kledecka/kledecka-
mgr.htm, retrieved in April 2012
Michigan State Board of Education. (2008), A Parent’s Guide to English
Language Arts Grade Level Content Expectations: What Your
37. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϳ
Child Needs to Know by the End of Kindergarten, Michigan:
Michigan Department of Education.
Mohammadi, N. et al. )2012(, “Effects of computer assisted language
learning )CALL( approach on EFL learners’ descriptive essay
writing: the evaluation of computer grammar and spelling checker
software”, Advances in Digital Multimedia (ADMM), Vol.1, and
No.2: 103-107
Murphy, M. J. )1991(, “Oral communication in TESOL: Integrating
Speaking, Listening and Pronunciation”. TESOL Quarterly.
vol.25, no.1: 51-75.
Nobar, A.G. & Ahangari, S. )2012(, “The Impact of Computer Assisted
Language Learning on Iranian EFL Learners’ Task-Based
Listening Skill and Motivation”, Journal of Academic and
Applied Studies, Vol.2, and No.1:39-61
North Carolina Department of Public Instruction. (2012), English
Language Arts Common Core State Standards Kindergarten,
North Carolina
O’Neal, L. )2012(, Kindergarten Writing Tools, available at:
http://www.ehow.com/list_6759084_kindergarten-writing-
tools.html, retrieved in August 2012
Ontario Ministry of Education. (2007), The Kindergarten program,
Canada
Penn, S. (2012), How to Teach Kindergarten English, available at:
http://www.ehow.com/how_5611038_teach-kindergarten-
english.html, retrieved in October 2012
38. التدريس وطرق المناهج في دراسا مج
العدد
189
(
ϮϬϭϮ
)
ϯϴ
Phuong, L. )2010(, “Adopting CALL to Promote Listening Skills for EFL
Learners in Vietnamese Universities”, International Conference:
ICT for Language Learning, New Zealand: University of
Auckland. Retrieved from http://www.pixel-
online.net/ICT4LL2011/common/download/Paper_pdf/IBL26-
175-FP-Phuong-ICT4LL2011.pdf
Shiwani, K. (2009), Computer Assisted Language Learning vs. Classroom
Learning,http://edufire.com/content/articles/33-computer-
assisted-language-learning-vs-classroom-learning, retrieved in
April 2012
Soe, K. et al. (2000), Effects of computer-assisted instruction (CAI) on
reading achievement: A meta-analysis in Pacific Resources for
Education and Learning, http://www.prel.org/products/products/
effect-cai.htm , retrieved in March 2012
The Egyptian Ministry of Education. (2011), A Project for Improving
Instruction in Kindergarten: The Documentary of the National
Standards for Kindergarten, Ministry of Education, Public
Education Sector: The Central Administration of Kindergarten and
Primary stages. (In Arabic)
Utah State Office of Education. (2010), Core Standards for English
Language Arts, Utah: National Governors Association Center for
Best Practices and Council of Chief State School Officers.
Zou, B. )2008(, “Research design in a computer-assisted language learning
study”, International Journal of Education and Development
using Information and Communication Technology (IJEDICT),
Vol.4, No.3: 155-165