The Impact of Information Technology in the Teaching and Learning of English Speaking and Listening as a Foreign Language: A Case Study of Language Schools in Shiraz
Keywords:
Computer-assisted language learning (CALL), Listening, Speaking, Self-access approach, Semi-instructed approach, Learning strategiesAbstract
This paper investigates the impact of computer-assisted language learning (CALL) on teaching and learning English listening and speaking skills in two distinct approaches: self-access and semi-instructed. The study explores the influence of information technology on curricula designed by teachers and on students' learning strategies. The research utilizes a case study approach involving two schools, Noor Kherad and Parto Alavi, to analyze the use of CALL materials and the interactive dynamics in each approach. The methodology includes a preliminary study, a pilot study, and the main study, employing questionnaires, interviews, and observations. Findings reveal that self-access promotes independent learning with varying proficiency levels and emphasizes independent student management of learning activities, while semi-instructed learning maintains a balance between autonomy and teacher guidance. The impact of computers on teaching and learning is analyzed in terms of materials, task design, computer roles, and teacher roles. The study contributes to understanding the interactive relationship and challenges in implementing CALL for English language skills and contributes insights into the evolving landscape of English language teaching in the information technology era.
Downloads
References
1. Hwang GJ, Rahimi M, Fathi J. Enhancing EFL learners' speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective. 2024. doi: 10.1016/j.compedu.2024.105015.
2. Flanigan AE, Akcaoglu M, Ray E. Initiating and maintaining student-instructor rapport in online classes. 2022. doi: 10.1037/t88820-000.
3. De Bot K, Lowie W, Verspoor M. Second Language Acquisition: An Advanced Resource Book. London/New York: Routledge; 2005.
4. Hong-Nam K, Leavell A. Language learning strategy use of ESL students in an intensive English learning context. System. 2006;34:399-415. doi: 10.1016/j.system.2006.02.002.
5. Nurul Laili RN, Nashir M. Higher Education Students' Perception on Online Learning during Covid-19 Pandemic. 2021. doi: 10.31004/edukatif.v3i3.422.
6. Liu G, Ma C. Measuring EFL learners' use of ChatGPT in informal digital learning of English based on the technology acceptance model. 2023. doi: 10.1080/17501229.2023.2240316.
7. Liu GZ, Fathi J, Rahimi M. Using digital gamification to improve language achievement, foreign language enjoyment, and ideal L2 self: A case of English as a foreign language learners. 2024. doi: 10.1111/jcal.12954.
8. Li Y, Li X, Su Y, Peng Y, Hu H. Exploring the role of EFL learners' online self-regulation profiles in their social regulation of learning in wiki-supported collaborative reading activities. 2020. doi: 10.1007/s40692-020-00168-3.
9. Ahmad AS, Hamad KY. Technology Integration in Teaching: A Study that Examines How Technology Integration Affects Student Achievement. 2020. doi: 10.22158/jecs.v4n3p44.
10. Al-Nuaimi MN, Al-Emran M. Learning management systems and technology acceptance models: A systematic review. 2021. doi: 10.1007/s10639-021-10513-3.
11. Lee SM. A systematic review of context-aware technology use in foreign language learning. 2022.
12. Kartal G. Evaluating a mobile instant messaging tool for efficient large-class speaking instruction. 2022. doi: 10.1080/09588221.2022.2074463.
13. Hidayat A. Students' Perceptions of E-learning During Covid-19 Pandemic. 2020. doi: 10.33365/jm.v2i2.689.
14. Hao T, Wang Z, Ardasheva Y. Technology-assisted vocabulary learning for EFL learners: A meta-analysis. 2021. doi: 10.3102/1574066.
15. García-Gómez A. Learning through WhatsApp: Students' beliefs, L2 pragmatic development and interpersonal relationships. 2022.
16. Tragant E, Pinyana À, Mackay J, Andria M. Extending language learning beyond the EFL classroom through WhatsApp. 2022. doi: 10.1080/09588221.2020.1854310.
17. Wicaksono BH, Ismail SM, Sultanova SA, Abeba D. I like language assessment: EFL learners' voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction. 2023. doi: 10.1186/s40468-023-00252-2.
18. Mackey A, Gass SM. Second Language Research: Methodology and Design. New Jersey: Mahwah/London: Lawrence Erlbaum; 2005.
19. Ismaili M. The effectiveness of using movies in the EFL classroom - a study conducted at South East European University. Academic Journal of Interdisciplinary Studies. 2013;2(4):121-32. doi: 10.5901/ajis.2012.v2n4p121.
20. Hatlevik OE, Christophersen K-A. Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education. 2013;63:240-7. doi: 10.1016/j.compedu.2012.11.015.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 Reihaneh Varedi (Author); Ali Akbar Khomeijani Farahani
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
