This document summarizes a study on using computer-assisted language learning (CALL) to improve students' listening skills. The study involved dividing students into experimental and control groups, with the experimental group receiving CALL activities in addition to their regular classes. Testing showed the experimental group made greater gains in their listening scores over the course of the semester compared to the control group. The findings suggest that CALL can be an effective method for increasing student motivation and performance in developing listening comprehension abilities.

1. COMPUTER-ASSISTED
LANGUAGE LEARNING
FOR IMPROVING
STUDENTS’ LISTENING
SKILL
Instructor: Dr. Teresa Hsu Presenter:
Date: Nov 10, 2014 Ellie Lin

2. Citation
Nachoua, H. (2012).
Computer-Assisted Language
Learning for Improving
Students’ Listening Skill.
Procedia - Social and Behavioral
Sciences, 69, 1150-1159.
2

3. Content
1. Introduction
2. Methodology
3. Results & discussion
4. Conclusion
5. Reflection
3

4. Definition of terms
Computer-assisted
language learning (CALL)
4

5. Introduction
• Background
• Purpose of the study
5

6. Background Introduction
“Learning language through
technology has become a fact
of life with important
implications for all applied
linguists, particularly for those
concerned with facets of
second language acquisition.”
(Chappelle, 2001)
6

7. Purpose of the study Introduction
7
• To verify that using CALL
is an effective method
• To increase learners’
motivation and
performance in listening

8. Question Introduction
8

9. Methodology
• The method of settings
• The participants
9

10. The method of settings
The method
of settings
10
• Pre-test, post-test &
the experimental
treatment (activities)
• 45 minutes per session
• 20 sessions (twice a week)
• One semester period

11. The setting
11

12. The participants-
Table
1
Experiment
al Group
Control
Group
Number of students 15 15
Gender 14 F + 1 M 13 F + 2 M
Stream: - Scientific
- Literary
- Unknown
5
8
2
3
12
0
Computer experience: -
yes
- no
10
5
9
6
Number of years learning
English
5 5
Choice: - Free
- Obliged
13
2
14
1
Stays in an English speaking 1 (2ys) 0
12
freshman

13. Results
• The T – test
• The effect of computer proficiency
• The effect of gender
13

14. The T – test results 1
14
List 1
grammar
List 2
vocabular
y
List 3
writing
List 4
listening

15. The T – test results 2
15
33.33%
• The first
month
progressi
on
86.67%
• The third
month
progressi
on

16. The T – test results 3
Table
2
Pre-test
List_1
Post-test
List_4
Mean
12.15
8.333
3
13.8
11.9
S.d
2.42162
1.87718
2.50570
2.10611
N
15
15
Diff.
-1.65
-3.566
Diff.
Sd
1.702
9
1.656
8
T
-
3.7525
-
8.3371
Dl
1
4
1
4
P
0.00214
0.00000
Differences significance marquees a p <.005000
16
The critical t-value is 2.15

17. The effect of computer
proficiency 1
Result &
discussion
17
“Research shows that boys
and men have more
computer applications for
various purposes and using
the computer voluntarily
more than girls and women
do.”
(Yang & Lester, 2004)

18. The effect of computer
proficiency 2
Result &
discussion
18
1. Need more time to
learn how to use
2. Learn how to share and
work together
3. Teacher not know
students well

19. The effect of gender 1
Result &
discussion
1. Not understand different
accents
2. Spoken English with pace,
and intonation are
obstacles
3. Complicated with liaison
and elision
19

20. The effect of gender 2
Result &
discussion
4. Not familiar with slang,
expression and
colloquial words
5. Lack of socio-culture,
factual and contextual
knowledge
20

21. Conclusion
1 + 1 = 2
1 Call (a motivating method)
+
1 Computer
( a worthwhile tool)
= Listening skill
21

22. Reflection
22

23. Thank you
23