Improvement of reading comprehension through computer-assisted language learning in Iranian intermediate EFL students

1. Improvement of reading
comprehension through computer-
assisted language learning in
Iranian intermediate EFL students
Presenter: Jane Luo
Advisor: Dr. Teresa Hsu
Date:103/12/15 1

2. Citation
Marzban, A. (2011). Improvement of
reading comprehension through computer-
assisted language learning in Iranian
intermediate EFL students. Procedia-
Computer Science, 3, 3-10.
2

3. Contents 1 • Introduction
2 • Literature Review
3 • Method
4 • Discussion & Conclusion
5 • Reflection
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4. Definition of Terms
CALL:
Computer-Assisted Language Learning
ICT:
Information and Communications Technology
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5. Introduction
 Purpose of the study
 Research Questions
 Research Hypothesis
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6. Purpose of the study
To investigated the effect of ICT and
more specifically CALL on the quality of
students’reading comprehension in an
Iranian academic setting.
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7. Advantage of ICT in EFL
enhance the teaching of EFL learners
enhance EFL pupils’ English language
and curriculum learning
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8. enhance the teaching of EFL learners by
providing:
access to EFL pedagogy and expertise
access to culturally and linguistically diverse
resources
access to innovative tools to integrate language and
curriculum learning
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9. enhance EFL pupils’ English language and
curriculum learning by:
providing opportunities to access information in
different and helpful forms
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creating opportunities for learners to refine,
develop and store their language output
creating a focus on English and how it is used

10. 10
enhance EFL pupils’ English language and
curriculum learning by:
increasing opportunities to use first language to
support curriculum and English learning
providing opportunities for learners to become
autonomous learners and to practise their skills
in particular areas of English

11. enhance EFL pupils’ English language and
curriculum learning by:
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increasing opportunities and motivation to
communicate in English
stimulating working, thinking and talking
collaboratively which supports EFL learners to
process and embed language and curriculum

12. Barriers to the Application of ICT
Problem in infrastructures
Lack of training
Weak technical support
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13. Research Questions
1. Does the use of Computer Assisted
Language Learning(CALL) have any impact
on the reading comprehension of Iranian
intermediate EFL learners?
2. Is there any significant difference between
the mean scores of the group taught using
CALL-based methods and the group taught
using traditional methods? 13

14. Research Hypothesis
There is no significant difference between
the means scores of the groups instructed
with CALL systems and the control group
instructed with traditional systems at the
level of P<0.05.
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15. Literature Review
ICT on Iran
CALL
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16. ICT on Iran
“investigated ICT use among faculty
members of the Iranian institute of
industrial and scientific research and
found that email was the most frequently
used from of ICT use and that university
degree and field of study were correlated
with the amount of use”
(Ghamsari, 1999)16

17. CALL
Behaviourist CALL
Communicative CALL
Integrative CALL
The development of CALL into three distinct
phases:
(Warschauer, 1996)17

18. Method Participants
Instruments
Procedure
Research Design
Data Analysis & Results 18

19. Participants
Total 85 students in Iranian
Background
from middle and upper class
families
The degree of English intermediate level
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20. Instruments
The proficiency tests :
published by Cambridge; developed by
Michigan University Press
Computer Laboratory:
contain 15computers
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21. Instruments
Computer Hardware:
PCs with graphic, sound cards, speaker,
and microphones
Computer Software:
Windows 98, SPSS 12, and package of
“TELL ME MORE Software
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22. ProcedureEnsure that the students had the same
level of skill in English
only 85 people have the required level
of language skill and fulfil the
purpose of the study
Divided into two experimental groups
and two control groups 22

23. Research Design
 pre-test/pos-test experimental Solomon design
Group Experimenta
lGroup
Control
Group
Approach Software for
reading
section
Tradition
reading
instruction
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24. Data Analysis & Results
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25. Discussion & Conclusion
 the students who were taught by CALL
instructional techniques significantly
outperformed the students who were
taught by the traditional teacher-centred
methods of teaching reading
comprehension
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26. Discussion & Conclusion
 provides the technical and logistic
support for the fulfilment of theoretical
tenets of communicative approach which
emphasizes a more humanistic and
individualistic learning and which
accounts for different cognitive, affective,
biological, and socio-cultural variables
among the learners. 26

27. Reflection
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Let the class get more interesting.
For students
Get more the motivation of learning.
For teachers

28. Thank you!
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