Campus Units

World Languages and Cultures

Document Type

Article

Publication Version

Published Version

Publication Date

2012

Journal or Book Title

CALICO Journal

Volume

29

Issue

3

First Page

532

Last Page

547

DOI

10.11139/cj.29.3.532-547

Abstract

In order to integrate technology into the language curriculum, it is essential not only to evaluate a program with a second language acquisition (SLA) framework but also seek the students’ attitudes towards the use of computer-assisted language learning (CALL) (Ayres, 2002). Addressing CALL evaluation, this paper reports on a 2-year empirical study of learners’ perceptions, at the intermediate level, about the use of a web-based multimedia program with authentic video clips having full control of help options (i.e., dual input using subtitles in L1 and L2, pitch-correct slow play, and backward and forward buttons, transcripts and online dictionary) and its effectiveness as a language-learning tool guided by Chapelle’s (2001) framework. Students believed that the learned culture and vocabulary enhanced their listening skills. A pretest/posttest design assessed the long-term gains in listening and speaking performances. Results indicated a significant gain in listening and speaking skills because posttest scores were significantly higher than pretest scores. The paper concludes by highlighting what lessons to consider when integrating CALL into language courses.

Comments

This is an article from CALICO Journal 29 (2012): 532, doi:10.11139/cj.29.3.532-547. Posted with permission.

Copyright Owner

CALICO Journal

Language

en

File Format

application/pdf

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