This document summarizes a presentation on using computer-assisted language learning (CALL) to improve students' listening skills. It discusses how CALL was used in an experimental study involving 30 students, who received CALL activities in a classroom setting twice a week over a semester. Pre- and post-tests showed the experimental group that received CALL activities significantly improved their listening skills compared to the control group that did not. The study found CALL to be an effective method for increasing students' listening performance and motivation.

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(Iceepsy), 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
Introductio
“Learning language through n
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 Introductio
n
7
• To verify that using CALL is
an effective method
• To increase learners’
motivation and
performance in listening

8. Question
Introductio
n
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-
Tabl
e 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
Tabl
e 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