Is Computer Assisted Language Learning ( Call ) Will Improve Foreign Language?

Students have enough opportunities to practice the target language, in pairs, individually and as a whole class. They practice the language in speaking and written form.

A fundamental goal of learning a foreign language is to communicate. Today, the need of interacting in English effectively, is increasing. This is needed to be able to interact with both native and non-native speakers. A reason can be the diversity in populations which is growing because of migration and many adult learners study English because they need it in workplace settings, where they communicate with English-speaking colleagues or just for English environment. These learners would benefit from a wide repertoire of the learning language to communicate meaningfully.

The resource based approach uses technology as support resources. Using computer based technology to access information in the target language provides the students with real world activities and exposes them to the target language. This allows the student to be immersed in the language for short periods of time in order to practice the required skills or specific domains. When computers and various technologies are utilized to research relevant topic in the target language, the student is able to incorporate several goals within the assignment creating stronger mental bonds to the acquired language as long as there is comprehensible input in the target language. This approach is useful for students who have already achieved a certain level of acquisition, but research seems inconclusive regarding students who are at a beginner level of language acquisition.

students expect it and it is likely to be beneficial for their language development” (276).

This paper describes a case study of an English L2 learner’s use of Carnegie Speech’s NativeAccent online speech recognition software. The target student, in this case study, significantly improved her English pronunciation and fluency through the individualized exercises offered by Native Accent’s Intelligent Tutor lessons. However, the student’s word stress results were considerably lower after completing all of the Intelligent Tutor lessons compared to her initial assessment results. Her grammar skills remained constant through this case study, exhibiting only a slight improvement. For this target student, NativeAccent represents an improvement over previous technologies designed to teach English pronunciation. Nevertheless, she expressed concerns regarding the software’s unforgiving nature, which for her was excessively stressful and counterproductive.

The researcher has found that a considerable percentage of ELLs did not meet the state 's proficiency targets. According to the FCAT data, less than fifty percent of ELLs were bellow mastery in vocabulary. Therefore, the researchers is aiming to study and discover whether the online digital programs being used in the classroom help ELLs master the academic vocabulary to understand advanced texts. Given these facts, the researcher has proposed himself to focus his action research on the following question:

Now and again, be that as it may, school and college executives have allowed technology to drive the language learning programs and have even utilized it to supplant affirmed language teachers. Language technology organizations have made unverified cases about their items' capacities to offer understudies some assistance with learning languages, in this way confounding executives into believing that these advances can be a powerful cost-cutting measure. There is at present no complete exploration to demonstrate that students will secure a second language successfully through technology without connection with and direction from a qualified language

Blackboard is one of the most popular beneficial LMS platforms adopted in higher education institutions (Chang, 2008; Graham, 2007). The system is enabled instructors to build their course or module. The use of Blackboard creates an efficient blended learning environment, it allows students to receive the face-to-face information, but in its elaborated forms from multiple sources in various formats over a period (Bradford et al. 2007). Using Blackboard offers a virtual interactive medium of learning in order to meet the individual needs of students (Levine & Sun, 2003). The growing presence of the multi-media materials describes how Blackboard has been used to produce useful language learning, which promote engagement in the deep learning process. In addition, Blackboard as new technology could potentially revolutionize the way teachers teach, and learners learn (DeNeui & Dodge, 2006). The effective students’ engagement with the course content through the online platform allowing teachers to maximize Face-to-face meetings through communicative activities that foster spoken language production (Senior,

with learner’s time and determined attempts allotted to genuine reading and writing assignments and more joint to actual communication and for the initial moment learners of a languagecan communicate with othercopartners, speakers of the target language throughout the world. The ICC report certifies various of theses advantages: “They (students)

Meaningful learning only take place when interaction exists between the teacher and the learner. “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart” says Nelson Mandela. So mother tongue allows for proper social integration and helps to avoid maladjustment in schools. Therefore, in the maze of unfamiliar linguistic medium, the learner have at least the familiar mother tongue to hold on. For the same reason, mother tongue is the most effective medium to use in instructing learners if they are about to reach their potential. It has been proved that children learns well when they are highly skilled in the medium of

Second Language Acquisition or SLA is a term used to describe learning a second language. There are a number of ways in which one can learn a second language, and in this essay I am going to discuss the links and relationship between second language acquisition and computer-assisted language learning, with particular focus on the pedagogical aspects. The most obvious approach to learning a second language is undoubtedly through the Pedagogic Design, or learning from a teacher in a structured classroom environment. Computer-Assisted Language Learning is another commonly used resource for language learning, and this is regularly referred to as CALL. The

Methodology in EFL language teaching can be characterized in a number of ways. It is believed that methodology is what links theory into practice within the classroom. There are many different teaching methods that can be used in the classroom; in this essay I will compare and contrast the traditional grammar translation method, the communicative teaching approach and the audio-lingual method and the communicative approach and how they impact in the classroom environment. Deciding which method is best for the classroom can be difficult as each method has its own strengths and weaknesses both on teacher and the learner, one of the teacher’s most crucial tasks is to compare and evaluate different methods they use in the classroom in order to motivate students and to make their learning as effective as possible.

In 1979, the President Commission on Foreign Language and International Studies, recommended foreign language for all colleges and universities. Four year later, foreign language was recognized as a basic skill by the College Board. As the education landscape continued to expand, foreign languages became an integral part of the curriculum, with many recommending teaching the necessary skill during early childhood. Numerous research studies and academic scholars have touted the benefits and necessity of learning a foreign language, specifically in the areas of mental and cognitive health, education, and cultural diversity. The following sections will explore the benefits of foreign language fluency.

As previously mentioned CLIL is an umbrella term, put forward by Coyle in order to produce a cohesive apparatus for this type of language learning, and as such it unites many different educational theories and language-learning theories. Whilst CLIL as it is known has only come into the field recently, the educational theories upon which it is built predate it by some decades. For the purposes of this paper, these education theories will be grouped into constructivist theories and language-acquisition theories.

Communicative Language Teaching (CLT) is a method to teach modern languages that focuses on learning to communicate. In terms of principles of CLT, Kumaravadivelu (2006, p.118) asserts that “language is a system for expressing meaning and the central purpose of language is communication”. It seems that from the perspective of CLT, language is a tool for meaningful communication. Berardo (2006) claims that the concept of authenticity is essence to CLT including authentic materials, tasks and language use. It is likely that the success of CLT could be achieved through implementing authentic materials and meaning-focused tasks in language teaching and