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- 1. Improvement of reading comprehensionthrough 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 3
- 4. Definition of Terms CALL: Computer-AssistedLanguage Learning ICT: Information and Communications Technology 4
- 5. Introduction Purpose ofthe study Research Questions Research Hypothesis 5
- 6. Purpose of thestudy To investigated the effect of ICT and more specifically CALL on the quality of students’reading comprehension in an Iranian academic setting. 6
- 7. Advantage of ICTin EFL enhance the teaching of EFL learners enhance EFL pupils’ English language and curriculum learning 7
- 8. enhance the teachingof 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 8
- 9. enhance EFL pupils’English language and curriculum learning by: providing opportunities to access information in different and helpful forms 9 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: 11 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 theApplication of ICT Problem in infrastructures Lack of training Weak technical support 12
- 13. Research Questions 1. Doesthe 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 isno 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. 14
- 15. Literature Review ICT onIran CALL 15
- 16. ICT on Iran “investigatedICT 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 IntegrativeCALL The development of CALL into three distinct phases: (Warschauer, 1996)17
- 18. Method Participants Instruments Procedure Research Design DataAnalysis & Results 18
- 19. Participants Total 85 studentsin Iranian Background from middle and upper class families The degree of English intermediate level 19
- 20. Instruments The proficiency tests: published by Cambridge; developed by Michigan University Press Computer Laboratory: contain 15computers 20
- 21. Instruments Computer Hardware: PCs withgraphic, sound cards, speaker, and microphones Computer Software: Windows 98, SPSS 12, and package of “TELL ME MORE Software 21
- 22. ProcedureEnsure that thestudents 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-testexperimental Solomon design Group Experimenta lGroup Control Group Approach Software for reading section Tradition reading instruction 23
- 24. Data Analysis &Results 24
- 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 25
- 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 27 Let the classget more interesting. For students Get more the motivation of learning. For teachers
- 28.