%40تخفیف

The Effect of CALL on Lowering Anxiety and Enhancing Self-esteem during Listening Comprehension among EFL Learners

Name: The Effect of CALL on Lowering Anxiety and Enhancing Self-esteem during Listening Comprehension among EFL Learners
SKU: 14866
Price: 210000 IRR
Availability: InStock

تعداد108 صفحه در فایل word

The Effect of CALL on Lowering Anxiety and Enhancing Self-esteem during Listening Comprehension among EFL Learners

M.A. Degree in English Teaching

Abstract

Listening is a very important element of learning a foreign language which links speaking, reading and writing (see, for instance, Rubio, 2007; Vandergrift, 1999). The literature concerning pedagogy associated with the teaching of such skills is reasonably comprehensive and of increasing learners’ interest. This study aimed to discover the extent to which Computer- Assisted Language Learning (CALL) activities influenced listening comprehension skill of EFL learners, as well as teachers’ attitudes towards computer use and their computer skills in language teaching at Kavyani Language institution in Iran.

In this study there were 60 students at Kavyani language institute in Iran. They were randomly assigned to experimental and control groups. Experimental group was taught using computer-Assisted language learning instruction in language laboratory while the control group was taught using a traditional method of instruction in a traditional classroom setting. The sample consisted of 30 learners in each group. During this study a pre-test was given to both groups and post-test was given at the end of the study. The results of the study showed that there was a significant difference between these two control and experimental groups in their listening comprehension scores. Hence, the teachers showed changes in their attitudes towards computer-assisted language learning use in classroom, and gained better skills in selecting effective sources from the Internet for listening skill. The study suggests that computer use in listening instruction should be given much more consideration so as to improve the listening skill of EFL students, and to motivate both teachers and learners.

دسته: زبان خارجه, زبان خارجه برچسب: The Effect of CALL on Lowering Anxiety and Enhancing Self-esteem during Listening Comprehension among EFL Learners

توضیحات

Table of Contents
*Acknowledgements*
*Abstract*
1. Chapter One: Introduction
1.1. Introduction	11
1.2. Statement of the Problem	13
1.3. Significance of the Study	14
1.4. The Objectives of the Study	16
1.5. Research Questions	17
1.6. Research Hypotheses	17
1.7. Methodology	18
1.7.1. Participants	18
1.7.2. Instruments	18
1.7.3. Procedure	18
1.7.3.1. Pretest	18
1.7.3.2. Posttest	19
1.7.4. Analysis	19
1.7.5. Definition of Key Terms	20
1.7.5.1. Anxiety	20
1.7.5.2. Computer-Assisted Language Learning (CALL)	20
1.7.5.3. Listening Comprehension	20
1.7.5.4. Self-esteem	20
2. Chapter Two: Review of Literature
2.1. Overview	22
2.2. Computer Assisted Language Learning in teaching English	24
2.2.1. Using the Internet in the classroom	26
2.2.2. Becoming an autonomous and independent foreign language learner when using technology	28
2.2.3. E-mail as a tool in teaching English and practice of English	30
2.2.4. Advantages of using Computer technology in the EFL class	32
2.3. Anxiety	34
2.3.1. Anxiety and language learning	35
2.3.2. Perspective in anxiety research	36
2.3.2.1. Different perspectives: Trait, State and Situation Specific Anxiety	36
2.3.3. Situation specific anxieties and foreign language learning	39
2.3.4. Language Anxiety as a Social Anxiety	40
2.4. Self-Esteem	40
2.4.1. What is self-esteem?	40
2.4.2. Definition of self-esteem	42
2.4.3. Self-esteem and controversy	42
2.4.4. Self-esteem development and school	43
2.4.5. Self-esteem development and school	44
2.5. Listening	46
2.5.1. What is listening?	47
2.5.2. Listening and Technologies	48
2.6. Attitudes of Teachers	48
2.7. Attitudes of Students	49
3. Chapter Three: Methodology
3.1. Overview	52
3.2. Participants	52
3.3. Instrumentation	52
3.3.1. Proficiency Test	52
3.3.2. Pretest	53
3.3.3. Posttest	53
3.3.4. Anxiety questionnaire	53
3.4. Procedure	54
3.4.1. Subject selection	54
3.4.2. Grouping	54
3.4.3. Administering the learning style questionnaire	55
3.4.4. Treatment	55
3.5. Data Analysis	56
3.6. Design	56
4. Chapter Four: Data Analysis and Discussion
4.1. Overview	59
4.2. Homogeneity process	59
4.2.1. Preliminary English Test	60
4.2.2. Homogeneity of Participants	60
4.2.3. Listening Pretest	60
4.3. Data Analysis	61
4.3.1. Descriptive Statistics and Independent T-Test	61
4.3.2. Research Question One	62
4.3.3. Research Question Two	64
4.3.4. Research Question Three	67
4.4. Discussion	67
4.5. Further Discussion	70
5. Chapter Five: Conclusions and Pedagogical Implications
5.1. Overview	72
5.2. Summary of Finding	72
5.3. Conclusions	73
5.4. Implications of the study	74
5.5. Limitationsf the Study	75
5.6. Suggestions for Further Research	76
6. References	77
7. Appendix 1	88
8. Appendix 2	96
9. Appendix 3	105

List of Tables
Table 4.1: Descriptive statistics and independent t-test for the proficiency mean scores	61
Table 4.2: The normal distribution assumption	62
Table 4.3: Descriptive statistics of the scores from listening post-test	63
Table 4.4: ANCOVA analysis of the listening comprehension pre/post-test scores	63
Table 4.5: The estimation of reliability in the anxiety questions of the pilot study	65
Table 4.6: The reliability estimate of the anxiety questions measured in the main study	65
Table 4.7: Descriptive statistics of the groups’ responses to the anxiety questionnaire	66
Table 4.8: Independent samples t-test of the groups responses to the anxiety questionnaire	66
Table 4.9: Descriptive statistics of the groups’ responses to the self-esteem questionnaire	67

List of Figures
Figure 1: Listening comprehension mean-scores from listening post-test	64

The Effect of CALL on Lowering Anxiety and Enhancing Self-esteem during Listening Comprehension among EFL Learners

تعداد108 صفحه در فایل word

The Effect of CALL on Lowering Anxiety and Enhancing Self-esteem during Listening Comprehension among EFL Learners

M.A. Degree in English Teaching

Abstract

Table of Contents

Acknowledgements

Abstract

1. Chapter One: Introduction

1.1. Introduction

11

1.2. Statement of the Problem

13

1.3. Significance of the Study

14

1.4. The Objectives of the Study

16

1.5. Research Questions

17

1.6. Research Hypotheses

17

1.7. Methodology

18

1.7.1. Participants

18

1.7.2. Instruments

18

1.7.3. Procedure

18

1.7.3.1. Pretest

18

1.7.3.2. Posttest

19

1.7.4. Analysis

19

1.7.5. Definition of Key Terms

20

1.7.5.1. Anxiety

20

1.7.5.2. Computer-Assisted Language Learning (CALL)

20

1.7.5.3. Listening Comprehension

20

1.7.5.4. Self-esteem

20

2. Chapter Two: Review of Literature

2.1. Overview

22

2.2. Computer Assisted Language Learning in teaching English

24

2.2.1. Using the Internet in the classroom

26

2.2.2. Becoming an autonomous and independent foreign language learner when using technology

28

2.2.3. E-mail as a tool in teaching English and practice of English

30

2.2.4. Advantages of using Computer technology in the EFL class

32

2.3. Anxiety

34

2.3.1. Anxiety and language learning

35

2.3.2. Perspective in anxiety research

36

2.3.2.1. Different perspectives: Trait, State and Situation Specific Anxiety

36

2.3.3. Situation specific anxieties and foreign language learning

39

2.3.4. Language Anxiety as a Social Anxiety

40

2.4. Self-Esteem

40

2.4.1. What is self-esteem?

40

2.4.2. Definition of self-esteem

42

2.4.3. Self-esteem and controversy

42

2.4.4. Self-esteem development and school

43