[PDF] The Effects Of Computer Assisted English Instruction On High School Preparatory Students Attitudes Towards Computers And English eBook

Author : Alev Ates
Publisher :
Page : 16 pages
File Size : 43,99 MB
Release : 2006
Category :
ISBN :

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The aim of this research was to discern the effects of computer assisted English instruction on English language preparatory students' attitudes towards computers and English in a Turkish-medium high school with an intensive English program. A quasi-experimental time series research design, also called "before-after" or "repeated measures" design, was used in this research. As a sample, one group of students (20 female and 10 male) was randomly assigned. The research had two phases: traditional English instruction and computer assisted English instruction (CAEI). The instruments for data collection were a Scale for Attitudes Towards English and a Scale for Attitudes Towards Computers, which were given three times at intervals of two weeks. According to the findings, the students' scores of attitude towards computers and English after CAEI increased significantly. However, the correlations between the increases in the students' attitude scores, their gender, and their monthly income were found to be insignificant. This research design is advised for researchers to see the variation and trend of measurements, in particular contexts in time. (Contains 6 figures and 9 tables.) [Abstract provided in both English and Turkish.].

Author : Sajjad Hussain
Publisher : GRIN Verlag
Page : 50 pages
File Size : 27,95 MB
Release : 2017-01-24
Category : Foreign Language Study
ISBN : 3668384967

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Research Paper (undergraduate) from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, National University of Modern Languages, Islamabad, language: English, abstract: This study is primarily concerned with the students’ attitudes towards computer-assisted language learning. Its main purpose is to investigate what the students’ attitudes are towards computer-assisted language learning (CALL) in different higher secondary schools and colleges where English language is being taught in addition to the courses of English included in the prescribed syllabus. The study has been carried out in different schools in Karachi where English language is being taught in addition to their prescribed syllabus of general studies. The participants are students from different educational settings. The main topics discussed are the attitudes of students towards Computer-Assisted Language Learning. Both negative as well as positive attitudes of the students have been discussed in this this study. Finally, factors affecting students’ attitudes and the relationships among computer-assisted learning, computer-assisted language learning and foreign language learning are also explored within the scope of the study. The findings demonstrate that most of the students have positive attitudes towards computer-assisted learning, computer assisted language learning and foreign language learning. Moreover, students’ attitudes towards computer assisted language learning, and foreign language learning are, indeed, interrelated.

Author : Amazat K. Akbarov
Publisher : Cambridge Scholars Publishing
Page : 340 pages
File Size : 21,61 MB
Release : 2011-09-22
Category : Foreign Language Study
ISBN : 1443834289

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Languages for Specific Purposes in Theory and Practice is a collection of essays which will appeal to teachers of modern languages no matter the level of instruction. The essays highlight the latest developments of Foreign Language Teaching in the Balkan countries, Eastern and Western Europe and the Middle East. The field of Language for Specific Purposes (LSP) is one of the richest areas of second language research and practice because increasing globalization and changing technologies spawn new modes of intercultural connection and new occasions for second language use. Languages for Specific Purposes in Theory and Practice compasses this burgeoning field by presenting new research and commentary from some of the field’s leading practitioners. This book surveys the approaches and methods in foreign language teaching, such as grammar translation, language evaluation, communication competence, critical thinking skills, communicative language teaching, and the natural approach. Teachers and teachers-in-training will discover in this book a comprehensive survey and analysis of the major and minor teaching methods used around the world. It is addressed to a wide audience that includes Language for Specific Purposes teachers and researchers, although the contents will also be relevant to applied linguists working in other fields. This book contains research studies as well as educational experiences and proposals, presented from different perspectives and backgrounds (both geographical and cultural), all of which are theoretically grounded and with a clear and sound rationale. Readers will find a variety of educational projects and research studies situated in specific educational contexts and in particular geographical locations.

Author : Ruth A. Conlon
Publisher :
Page : 122 pages
File Size : 14,96 MB
Release : 1988
Category : Attitude change
ISBN :

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Examines the effects of computer-assisted instruction upon the the attitude of students towards mathematics at the secondary school level.

Author : Bruce W. Knerr
Publisher :
Page : 40 pages
File Size : 35,73 MB
Release : 1978
Category : Attitude (Psychology)
ISBN :

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The attitudes of 90 enlisted personnel toward Computer-Assisted Instruction (CAI) were measured before and after they received instruction presented by CAI. The attitude pretest and posttest were administered on line. The instructional material was divided into four lesson segments, each followed by a review (test) segment. Students who failed to reach the criterion score for any review segment repeated the corresponding lesson segment. A criterion test was administered at the end of the last segment. Measures of student performance used during the course of the instruction were: (a) the total score on the criterion test (total score); (b) the number of errors made during the lesson and review segments (errors); (c) the percentage of responses made during the lesson and review segments that were incorrect (percent errors); (d) the time required to complete the lesson and review segments (time); and (e) the number of review segments failed (review failures). The attitudes pretest did not correlate significantly with any of the performance measures. A significant correlation was obtained between attitude posttest and percent errors (r = -.22). Attitude change was correlated with total score (r = .28), errors (r = -.19), and percent errors (r = -.25). Attitude and attitude change were not related to student ability. (Author).