Research Abstract: Impact of CALL in Schools

IMPACT OF CALL MATERIALS IN TEACHING ENGLISH AS A SECOND LANGUAGE AT SECONDARY LEVEL

Researcher: Mr. Sunil S. Shah

(Under supervision of Dr. Rajendrasinh Jadeja; Director, H. M. Patel Institute of English Training and Research, Vallabh Vidyanagar, Gujarat).

This research project is to study the impact of CALL(Computer Assisted Language Learning) Materials in Teaching English as a second language at secondary level.

Computer assisted language learning is to convey a vast amount of information in a very short period of time. It is a powerful method of reinforcing concepts and topics, first introduced through textbooks and discussion in the classroom. Computer assisted language enables the learners to comprehend complex concepts. The use of computer assisted language learning in schools is taken very seriously by governments and education systems around the world. India, like many other countries, is investing heavily in the education system to raise the ICT skills. This is testament to the importance being given to education and training in the use of ICTs and the setting of high priorities to improve learning outcomes to prepare young people for the information economy of the 21^st century.

H.M. Patel Institute of English Training and Research is one of the innovators in creating and trying out CALL Materials. Now it is time to make such materials available to teachers and students at large. The investigator got into interest to make a survey to study the impact of CALL Materials in real classroom situation. It was also found necessary to expose teachers of English at secondary level to CALL that will be effectively used in day to day classroom teaching. The feedback provided by the teachers, students and researchers personal observation was helpful in evaluating the impact of computer assisted materials. The existing instructional materials available at the institute were used for the purpose.

The set of hypotheses was formulated in such a manner that the study could examine whether CALL impact was significant in our teaching-learning discipline environment. Since this research study depends mainly on a survey, it was necessary to use tools for data collection such as a questionnaire. The sample group of the teachers (around 50) was trained during the Alumni Meet and Teacher Training Workshops held at the Institute. The CALL Materials were provided to the sample group in a CD. The data yielded through the questionnaire were quantified for the application of appropriate statistical measures. The analysis was carried out through Statistical Pack for Social Sciences (SPSS, version 11.0). The analysis of the available data enabled the investigator to accept or reject the hypotheses.

The dissertation is divided into five chapters. The first chapter seeks to provide a framework for the entire study- by reviewing the ELT scene in India and Gujarat, Usage of CALL Materials at H. M. Patel Institute , by making a statement of the problem and by determining the scope and constraints of the research. The second chapter provides a detailed discussion of literature related to the present work. It contains a brief summary, analysis and interpretation of literature reviewed by the investigator for the purpose of the research on hand. The third chapter provides the detail of the research procedure and a detail description of the standardization of the questionnaire. The fourth chapter presents details of the data collected and the statistical analysis of the data. The quantitative and qualitative analysis and the interpretation of the data are presented in the form of tables and charts and interpretations are worked out based on the feedback given by teachers. The fifth chapter lists the findings of the research based on the data analysed in chapter four and offers suggestions for improving the teaching and learning using CALL Materials. It presents an overview of the research and gives a summary of its result. The research is concluded with a definite action plan for future use of CALL Materials.

Major Findings of the Research

The study has yielded some significant findings regarding the impact of CALL Materials in real teaching learning environment. The following major findings were arrived at regarding teaching learning environment.

I. In terms of development in General Competence, the respondents indicated that students develop basic language skills, ability to communicate, conceptual understanding and their interest in learning English. Language learning becomes more enjoyable, meaningful and challenging and teaching basic language skills becomes effective.

II. The use of CALL Materials helps students work in groups which contributed to more interaction in the classroom. This made the classroom environment friendlier and led to more cooperative learning among the students.

III. It was observed by the respondents that the use of CALL Materials helped the students to think and work independently. Students tend to be more creative in their thinking and show a sense of responsibility in matters of learning.

IV. In terms of implementation of ICT based plan in real teaching environment respondents indicated that students develop basic skills and competencies.

V. Students respond to poetry more effectively and appreciate poetry in a better way compared to traditional teaching methods.

VI. Learning of grammar becomes more meaningful with interactive CALL Materials.

VII. The respondents observed that technology integrated teaching addressed students’ different learning styles and helped the students to relate the learning with real life situations.

Recommendations for further research

On the basis of the present study it is recommended that further research should be carried out in the following areas.

I. It is necessary to explore further research in development of CALL Materials to have effective output in learning English as a second language.

II. It is necessary to explore further research in preparing such software providing enough tasks, exercises to ensure mastery learning of all the forms LSRW skills.

III. It is necessary to explore further research in preparing such application for all the text books of English in both English and Gujarati medium schools.

IV. Teacher educators need to address the theoretical supporting of CALL and present guidelines for effective technology use in context-based situations.

V. Researchers might investigate whether and what theories of learning with technology transfer from coursework to the classroom, and how this is evidenced by the applications that teachers employ.

VI. Research in this area should continue to identify the needs of both students and instructors and the role that effective technology education and integration can play in meeting those needs.

CALL draws on the empirical and theoretical work in many fields and returns tangible research results, new perspectives, and a deeper understanding of the nature of language learning and human/technology interaction. CALL also produces tools, learning materials, and pedagogical approaches of immediate concrete value in enhancing language learning programs. Virtually every educational institution has taken the initiative of using computer assisted language learning materials. However, few institutions in Gujarat, like H.M.Patel Institute of English Training and Research have developed effective frameworks for assessing these systems or have formulated guidelines for properly evaluating and rewarding those whose contributions advance our understanding of the field. The evaluation of pedagogical innovations, development, and research in CALL can be based on assessment mechanisms as objective as those used in other fields. Such assessment requires an understanding of the particular challenges of CALL that is not yet widespread in language departments and academic institutions. Effective evaluation systems must draw on the current, organized, and demonstrable knowledge of national and international experts in the field.

There are, of course, many unanswered questions about the impact of CALL Materials on teaching and learning. However, the present can play a critical role in answering some of these questions. Policymakers, however, will need to invest more money on research in technology. The findings from this research synthesis suggest that more and better research needs to be funded and conducted by researchers in this area. Although recognition of the uniqueness of each school and classroom situation will always need to be considered, the accumulation of research evidence over time and across studies may provide consistent findings that enhance our understandings of the role of teaching and learning with technology.