Presentation of my IS studies

1. LOGO

2. The Development of
Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
for Matthayomsuksa 1 Students at
Kaokam Wittaya School, Ubon
Ratchathani
Presented by
Ms.Penchan Kongpet
Advised by
DR.CHOMPUNOOT MORACHAT
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3. Introduction
The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises
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4. The Development of Computer-Assisted Language Learning (CALL) as Supplementary Vocabulary Exercises
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5. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
► Betty (2003) suggested that one of the
possible ways to support language learning is
using visual aids such as Computer-Assisted
Language Learning (CALL) program.
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6. The Development of Computer-Assisted Language Learning (CALL)
Raphan (1996) explained that;
► A Computer-Assisted Language Learning
as Supplementary Vocabulary Exercises
(CALL) program has been used for language
teaching as it attracted to learners in English
language learning.
► It can handle multiple tasks and activities in a
single platform.
► Students can get feedback immediately after
they get done with the exercises.
► Also, students have opportunities to practice
what they have studied in their classroom in a
relaxed learning atmosphere.
► It can be changed from being passive learners
into active learners.
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7. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
1. To examine students‟ vocabulary
learning achievement before and
after using the CALL as
Supplementary Vocabulary
Exercises
2. To explore students‟ opinions toward
using the CALL as Supplementary
Vocabulary Exercises
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8. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
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9. Significance of the Study
The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
► The findings can be a guideline to
develop an effective CALL in other
language learning skills on different
content areas of language learning.
► The results of the study would be
beneficial for vocabulary learning
development for secondary level
students, or in students of all level
who have low motivation toward
vocabulary learning.
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10. Scope of the Study
The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
► The subjects will be Matthayom 1 students at
Kao Kam Wittaya School, Ubon Ratchathani.
► The practices will be covered components of
vocabulary learning from English 1.
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11. Expected Outcomes
The Development of Computer-Assisted Language Learning (CALL)
The findings of the study is to provide
as Supplementary Vocabulary Exercises
useful information about how to use CALL
for vocabulary learning and assisted
teachers to recognize students‟ opinion
toward learning program using CALL to
enhance their learning achievement.
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12. LITERATURE REVIEW
The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
It is discussed of four main parts:
1. Vocabulary Learning Strategies
2. Vocabulary Teaching
3. Using Pictures in Foreign Language Teaching
4. Computer-Assisted Language Learning
(CALL) and Vocabulary Acquisition
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13. What the Research Says About Vocabulary
The Development of Computer-Assisted Language Learning (CALL)
Differences in Vocabulary Growth:
as Supplementary Vocabulary Exercises
Student A Student B
2 words per day 8 words per day
750 words per year 3,000 words per year
13 Coyne, Kame'enui, & Chard © 2003
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14. The Development of Computer-Assisted Language Learning (CALL)
Responsibility
Confidence
Proficiency
Autonomy General learning
as Supplementary Vocabulary Exercises
Language Learning
Vocabulary learning
Self-direct
learning
Resiponsibilityc
onfidence
proficiency
Self-directed learning Vocabulary learning Language learning General learning
www.themegallery.
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15. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
development
word
sentence
story
vocabulary
paragraph
content
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16. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
 “Growth in reading power
means, therefore, continuous enriching and enlarging
of the reading vocabulary and increasing clarity of
discrimination in appreciation of word values.”
National Society for Studies in Education
Yearbook (1925)
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17. 5 Stages of word knowledge
(Beck, McKeown, & Kucan, 2002)
The Development of Computer-Assisted Language Learning (CALL)
Word Know it well, can Know something Have seen or Do not know the
explain and use about it, relate heard the word word
it it to something
as Supplementary Vocabulary Exercises
familiar
Phonological
awareness
Phonics
Phonemic
awareness
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18. Research Base for Vocabulary (cont.)
The Development of Computer-Assisted Language Learning (CALL)
Learning new
concepts requires active
as Supplementary Vocabulary Exercises
involvement rather than
passive definition
memorization
Stahl, 1986
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19. VOCABULARY STRATEGIES
 WORD PARTS  CONCEPT
 Morphemic analysis
 Frayer model
 Word relatedness
 WORD ASSOCIATIONS  Concept definition
 Word association mapping mapping
 Illustrate & associate  List-group-label
 Keyword method  CATEGORIZATION
 Synonym & antonym webs
 Word form chart
 CONTEXT
 Read alouds & questioning  Word map
 Redefinition  Word sorts
 Meaningful sentence  Word books
generation
 Clunk bug
 Word hunts
19
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20. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
Strategy
Vocabulary Learning
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21. Helpful Tips for Vocabulary Development:
Promote Natural Growth in Meaning
Vocabulary
Promote Lifelong Vocabulary Learning through
Indirect Vocabulary Instruction
Promote Learning of Specific Words through
Direct Vocabulary Instruction
(Schirmer,
2000)
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22. Vocabulary Learning Strategy
The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
Meta cognitive memory activation
cognitive
• Selective •Guessing:
Attention: Activating
Rehearsal: Word •Using new
Identifying lists, repetition, words in
background etc.
Essential words
knowledge, different
for •Encoding:
using linguistic Association
contexts
comprehension <Johnson &
•Self-initiation: items (imagery, visual,
•Use of auditory, etc.) Hefferman,200
Using a variety of
means to make dictionaries <Johnson & 6>
Hefferman,2006>
the meaning of •Note-taking
words clear <Gu,2003>
<Chamot:2001>
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23. Vocabulary Teaching
The Development of Computer-Assisted Language Learning (CALL)
Researcher Content
Gairns & Redman, 2003 expose students to new words during lessons.
discover new words while reading textbooks
as Supplementary Vocabulary Exercises
and other materials
absorbed automatically.
Gray & Eleanor, 2004 activate existing knowledge
begin with something the students know it
relaxes them
arouses attention and desire for new learning
Loucky, 2006 present the form in context
challenge the learners to discover the
meanings for themselves.
(Thornbury, 2004 for “Direct Method” using real objects or
pictures or mime,TPR (Total Physical Response)
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24. Principles of Vocabulary Instruction
 Teach high utility words that appear often across content areas and
are key to comprehension.
 Present definitions and examples of use in context.
 Provide multiple exposures to meaningful information about the word
(Stahl & Nagy, 2006).
 Use cognate knowledge (Dressler, 2000).
 Teach word analysis and other word-learning skills.
 Engage students in learning words through talking about, comparing,
analyzing, and using target words.
Funded by U.S.
Department of Education
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25. Teaching and
The Development of Computer-Assisted Language Learning (CALL)
Modeling
Independent
Word Learning Wide
Strategies Reading
as Supplementary Vocabulary Exercises
Components
of Effective
Direct Vocabulary
Teaching of Instruction
Specific High-
Words
Quality Oral
Language
Word
Consciousness
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26. Using Picture in Language
Teaching
The Development of Computer-Assisted Language Learning (CALL)
Researcher
content
Allen, 2004 fun and excitement for learners
as Supplementary Vocabulary Exercises
Wright potential of pictures is so great that only a taste of
(1990) their full potential can be given
McCarthy, Pictures do have limitations, many words that cannot
1992 be illustrated in a picture.
Slattery, motivating and draw learners‟ attention
2004 provide a sense of the context of the language
give a specific reference point or stimulus
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27. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
picture
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28. CALL<computer assisted language
Learning> and VA<vocabulary
acquisition>
The Development of Computer-Assisted Language Learning (CALL)
researcher content
as Supplementary Vocabulary Exercises
Pouwel, 1992 easier to develop interactive multimedia now due to
recent advancement in CALL design
Peter, 2000 Currently, text, graphics, audio, and video is
available to be presented or combined within
interactive multimedia. The interaction allows
students to learn by doing which in turn increases
attention, understanding and retention.
Reed, 2004). CALL can be used to enhance vocabulary of student
who need special attention
CALL has been effective for developing reading
skills of low-achieving elementary students
Reid, 2001). CALL provides teachers with a valuable teaching
tool
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29. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
Text graphic audio video
Increase attention
CALL understanding
retention
Expand vocabularies
www.themegallery.com LOGO

30. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
CALL
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31. The Development of Computer-Assisted Language Learning (CALL)
Teacher‟s tool
as Supplementary Vocabulary Exercises
Expand vocabulary learning
Interesting environment
Increase retention
New approach
Increase understanding
Fun excitement
Increase attention
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32. WHAT IS CALL? Levy (1997).
 acronym for computer-assisted language learning
 CALL - Computer-assisted language learning, sometimes expanded as
computer-aided language learning
 tutor and tool
 A vocabulary flashcard program or
 set of online grammar exercises would represent tutor uses
 delivering interactive language learning and practice material-
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33. What makes CALL suitable for
the multi-level ELL classroom?
 1. Comprehensible Input
- Krashen’s Comprehensible Input Hypothesis (Beatty,
2003)
- Customized software:
a) Offers assistance when prompted by the learner
b) Allows the learner to select his/her own language
proficiency level
c) May come in the form of computer adaptive testing
(CAT) where the learner is guided towards easier or
more difficult tasks based on his/her responses to
questions
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34. What makes CALL suitable for
the multi-level ELL classroom?
 2. Self-paced Instruction & Lowered Affective Filter
- Learners have more control over their own learning
(autonomy).
- Slower learners can work at a comfortable pace and can
review material as many times as needed. This may help
to increase their confidence.
- Faster learners have more opportunity for accelerated
learning and enrichment.
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35. CALL – computer assisted language learning
CALL
 computer-mediated communication, allowing learners to
communicate and collaborate with target language
culture and its speakers while accessing authentic
materials
Data Driven Learning - DDL
 can cut out the middleman . . . to give the learner
direct access to the data, the underlying assumption
being that effective language learning is a form of
linguistic research
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36. CALL – computer assisted language learning
is one innovative approach to language learning
„situates the learner next to a corpus of
authentic material with a search engine and a
task‟
diverges from our common experience of
language learning
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37. What makes CALL suitable for
the multi-level ELL classroom?
3. Opportunities for Collaboration
- Students can work in pairs, scaffolding one
another and verbally interacting to solve problems
and negotiate answers
- ELLs are encouraged to brainstorm and talk about
their learning discoveries
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38. What are some additional
benefits to using CALL?
 1. Authentic Tasks 2. CALL Feedback
- The Internet offers a wealth of - Is immediate
resources - Software programs can correct
- Audio and visual clips permit student responses instantly or
learners to listen and watch they can provide hints so that
native speakers in realistic, students pinpoint their own
meaningful, cultural environments mistakes
(Braul, 2006)
- Tracks the learner’s individual
- E.g., e-mail, discussion boards, progress
computer conferencing, engage
learners in authentic
communication
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39. The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
Research Methodology
 Pre-Experimental research design
 using one-group pretest – posttest
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40. Population and Subjects
The Development of Computer-Assisted Language Learning (CALL)
►Population
as Supplementary Vocabulary Exercises
120 students in Mathayomsuksa 1 in the second
semester of academic year 2011 at Kao Kham Wittaya
School, Ubon Ratchathani.
►Subjects
Thirty students from Matthayomsuksa 1 will be
purposively selected to be used as the subjects of the
study. They will be studying English 1 subject with the
researcher.
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41. Research Instruments
The Development of Computer-Assisted Language Learning (CALL)
►Computer-Assisted Language Learning (CALL) as
Supplementary Vocabulary Exercises
as Supplementary Vocabulary Exercises
► Proficiency test (Pre-test & Post-test)
► Questionnaires
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42. Research Instruments
The Development of Computer-Assisted Language Learning (CALL)
The construction of research instruments;
Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
This research instruments will construct to
teach vocabulary to students as supplementary
vocabulary exercise.
Proficiency test (Pre-Test & Post-Test)
This research instruments will constructed to
assess and compare students’ achievement
before and after using the CALL as
supplementary vocabulary exercises.
Questionnaire
This research instruments will construct to
explore students’ opinions toward CALL
application.
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43. Data Collection
The Development of Computer-Assisted Language Learning (CALL)
as Supplementary Vocabulary Exercises
1. Conduct the pre-test with the students in class
period 1.
2. CALL as supplementary vocabulary exercises
will be used to teach in class from period 2-7.
3. Conduct the post-test with the students.
4. Students will be responded questionnaire about
their opinion toward CALL as Supplementary
Vocabulary Exercises
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44. Data Analysis
The Development of Computer-Assisted Language Learning (CALL)
The data obtained from each research instrument
as Supplementary Vocabulary Exercises
will be analyzed and interpreted in quantitative data
analysis.
1. Descriptive statistics, that is, means and standard
division provided in SPSS for Windows will be used
to analyzed the collected data from proficiency
tests and questionnaires.
2. The independent t-test, a comparison between the
means of the proficiency test, pre-test & post-
test, will be employed to determine the difference
of their achievement before and after using CALL.
3. The data from the Likert’s scale will be calculated
for the arithmetic means. The means indicated the
student’s opinions towards learning through CALL.
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46. As members of the community, we must take
responsibility for educating all our children
–whether ours by birth or otherwise-to uplift
our people as a whole.
E. W. Gordon
46 jhperkns@
memphis.e
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47. ADAPTATIONS…
47 jhperkns@
memphis.e
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