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EFFECTS OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) INSTRUCTION ON THE ACQUISITION OF PASSIVE GRAMMATICAL FORMS BY POST-SECONDARY ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS

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Date Issued:
2011
Abstract/Description:
The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students' performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to CALL participants' perception of the Azar Interactive online grammar instruction program. Results of the mixed design repeated measures factorial MANOVA (multivariate analysis of variance) showed that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. However, there was a statistically significant increase in scores on the open-ended tests for Level 4, the most advanced students at the IEP from pretest to delayed test as well as from posttest to delayed test. Students' level of proficiency affected the amount of increase in their scores over time regardless of the method of instruction. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency. Recommendations for future research have also been discussed.
Title: EFFECTS OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) INSTRUCTION ON THE ACQUISITION OF PASSIVE GRAMMATICAL FORMS BY POST-SECONDARY ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS.
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Name(s): Chien, Ya-Chi, Author
Nutta, Joyce, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students' performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to CALL participants' perception of the Azar Interactive online grammar instruction program. Results of the mixed design repeated measures factorial MANOVA (multivariate analysis of variance) showed that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. However, there was a statistically significant increase in scores on the open-ended tests for Level 4, the most advanced students at the IEP from pretest to delayed test as well as from posttest to delayed test. Students' level of proficiency affected the amount of increase in their scores over time regardless of the method of instruction. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency. Recommendations for future research have also been discussed.
Identifier: CFE0003970 (IID), ucf:48657 (fedora)
Note(s): 2011-08-01
Ed.D.
Education, School of Teaching Learning and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): Computer-Assisted Language Learning (CALL)
L2 Grammar Instruction
CALL Grammar Instruction
Teacher-directed Grammar Instruction
Second Language Acquisition (SLA)
Interactionist Theory
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003970
Restrictions on Access: public
Host Institution: UCF

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