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.
Copyright Owner
CALICO Journal
Copyright Date
2012
Language
en
File Format
application/pdf
Recommended Citation
Pardo-Ballester, Cristina, "CALL Evaluation: Students’ Perception and Use of LoMásTv" (2012). World Languages and Cultures Publications. 121.
https://lib.dr.iastate.edu/language_pubs/121
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Higher Education Commons, Language and Literacy Education Commons, Spanish Linguistics Commons
Comments
This is an article from CALICO Journal 29 (2012): 532, doi:10.11139/cj.29.3.532-547. Posted with permission.