University of GuamSchool of Education

The Effects of Computer Assisted Language Learning on Oral Proficiency of Elementary ESL students in Guam Public Schools

ED695 TESOL Thesis ProposalCandidate: Leticia M. Cruz

May 2015

Table of ContentsTitle1.0 Introduction1.1 Background and Context1.2 Key Terms2.0 Literature Review0. Introduction0. History of CALL0. Oral Language0. CALL and Oral Language Learning3. Call and Listening Skills3. Call and Speaking Skills0. Theoretical Aspect0. Conclusion 3.0 Methodology3.1 Introduction3.2 Aims of Study3.3 Research Questions3.4 Significance of Study3.5 Qualitative Approach3.6 Tools3.7 Sample3.8 Procedural Details4.0 Results and Discussion5.0 Conclusion/DiscussionReferences

1.0 Introduction1.1 Background and ContextTechnology is evolving and its utilization in the educational process is growing. Technology has impacted the way knowledge is assimilated and imparted within the classroom (Huneycutt, 2013). Noeth and Boris (2004) state that technology contributes to the improvements in teaching and learning within schools (p. 1). Technology in the classroom, as defined by Huneycutt (2013), is a tool that is used to promote learning and include various innovations, such as computers, calculators, tablets, cameras, etc. (para. 2). Technology should be a tool to help educators meet the needs of all children (Noeth & Boris B, 2004).Considering the diverse population of students enrolled within a school, identifying the unique needs of students would assist in the appropriate use of technology integrated instruction. Narrowing in on the population of students who have been identified as English as second language (ESL) learners, technology has greatly impacted their language acquisition (Morales, 2014). Integration of technology in the classroom provides benefits to language learners (Chang & Lehman, 2002). The utilization of technology to promote multiple literacies within the ESL and bilingual field has stemmed from Computer Assisted Language Learning (CALL) (The State Education Department; The University of the State of New York, 2010).CALL, is often perceived, somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement, and assessment of material to be learned, usually including a substantial interactive element (Davies, CALL (Computer Assisted Language Learning), n.d.). CALL has developed significantly and is known to be defined more broadly in terms of what is considered a computer (Davies, CALL (Computer Assisted Language Learning), n.d.). CALL has also be termed in various ways as a result of its development overtime and is considered a tool in regards to instruction and learning (Shafaei, 2012). CALL is utilized in order to enhance teaching and learning a language. Language learning encompasses four modalities. This study focuses on the modalities that fall under oral language, which are speaking and listening. These skills play a fundamental role in the development of language. Oral language skills promote peer interactions amongst students that are necessary in the classroom (Department of Education and Skills, 2006). Development of oral language also leads to positive learning attitudes, especially for students who are English language learners (Department of Education and Skills, 2006). With the accommodations and services provided to students identified as ESL and the increase in the availability and use of technology in education on Guam, studying the effects of CALL on oral language proficiency of ESL students in local public schools on Guam is beneficial. With students of this century becoming more accustomed to multiple computer devices that conveniently provide applications that assist in language development, CALL is a tool that can be integrated into the modern-day curriculum and instruction of the islands classroom. With the population of students identified as ESL learners at the primary level, development in oral language skills is necessary to achieve success. This study focuses on the effects that the integration of CALL has on the oral language skills of ESL learners who are serviced within the ESL classrooms at the elementary level of a public school on Guam.1.2 Key TermsComputer Assisted Language Learning (CALL), English as a Second Language (ESL), English Language Learner (ELL), Oral language, Oral proficiency2.0 Literature Review 2.1 IntroductionComputer Assisted Language Learning (CALL) and its effect on language proficiency have long been studied. This literature review attempts to understand the history of CALL in order to gain understanding of how it has developed overtime and how it is currently viewed. It also attempts to review the aspects of oral proficiency and its relation to ESL learners. Additionally, other studies will be reviewed in terms of what they determined regarding the effects of CALL on language learning, specifically the oral modalities. The information compiled in this review will assist in the qualitative data tools and collection of this study. 2.2 History of CALLComputer Assisted Language Learning is described as teaching and learning language with the use of computer technology as an aid to presentation, instruction, reinforcement, and assessment of material and usually involves an interactive element (Davies, Computer Assisted Language Education, 2006). The utilization of computers to aid in language learning was developing around fifty years ago. CALL originated in the 1960s and has developed over the years and has been categorized into three phases, including the behavioral CALL, communicative CALL, and integrative CALL. The three phases of CALL are distinguished by their characteristics of advancement and utilization in the provision of language learning. The first phase, implemented between 1960s and 1970s, was the Behavioristic CALL and was based on the behaviorist theories of that time (Warschauer, 1996). This phase was influenced by the grammar translation and the audio-lingual methods of teaching language and viewed language a structured system (Yang, 2010). In this phase the computer acted as a tutor for students and involved a repetitive language drill, also known as drill-and-practice, type of activity (Warschauer, 1996; Yang, 2010). According to Yang (2010), the objective of behavioristic CALL was accuracy in language (p. 909). This phase was undermined because behavioristic approaches were deemed unacceptable in the theoretical and pedagogical level and because of the introduction of the microcomputer (Warschauer, 1996). The second phase, communicative CALL, began and developed between the 1970s and 1980s, around the time personal computers were available (Yang, 2010). It was influenced by the communicative language teaching method and viewed language as a cognitive structure (Yang, 2010). This phase continued to utilize CALL for skill practice but with more opportunities for students to make choices and interact with the computer, basically viewing the computer as stimulus (Warschauer, 1996). During this phase, computer-based activities focused more on using forms, the implicit teaching of grammar, allowing students to produce utterances, and used the target language exclusively (Yang, 2010). Examples of computer tools used in this phase include spelling and grammar checks, word processors, text reconstruction programs, and simulations (Warschauer, 1996; Yang, 2010). According to Yang (2010), the objective of communicative CALL was accuracy and fluency in language (p. 909). With further development of the computer and language-related tools, a third phase of CALL emerged. Integrative CALL came about in the 1980s and continues its development presently. This phase involves the advancement of technology through the integration of language skills and technology into the language learning process (Yang, 2010). It was influenced by the content-based instruction method and English for Academic Purposes and English for Specific Purposes programs and it viewed language as socio-cognitive (Yang, 2010). This phase is marked by two developments, one being the multimedia personal computer which enables the modalities of language to be used within a single activity and two being the Internet which provided opportunities for computer-mediated communication to occur between teachers and learners, as well as other activities available through the World Wide Web (Davies, Computer Assisted Language Education, 2006). According to Yang (2010), the objective of behavioristic CALL was accuracy, fluency, and agency in language (p. 909).Today, the development and integration of CALL continues. Tracing its origins back to the 1960s, CALL has since developed significantly and is known to be defined more broadly in terms of what is considered a computer (Davies, CALL (Computer Assisted Language Learning), n.d.). In regards to its development overtime, Shafei (2012) has claimed that CALL has also been termed as technology-enhanced language learning (TELL), computer assisted language instruction (CALI) and computer-aided language learning (p. 109). Shafei (2012) also notes that CALL must be considered a tool, rather than a method, that is used to enhance the language learning process of students, including those with limited proficiency in language (pp. 109-110). CALL provides benefits to ESLs learning the four modalities of language, which include reading, writing, listening, and speaking.2.3 Oral LanguageOral language is the foundation of the development of literacy skills (McCandlish, 2012). Oral language consists of two modalities of language, speaking and listening. It is a complex system that relates sounds to meanings (Genishi, 1998). In relation to English Language Learners (ELLs), oral language continuous opportunities to learn and use oral language in order to successfully develop literacy skills (Brown Unversity, n.d.). Listening is a fundamental part of oral language. Development in listening skills leads to listening comprehension and allow students to effectively use language (Ross, 2006). For English as Second Language (ESL) students, instructional time is mostly spent on listening and listening is also considered the basis of most instructional activities. For ELLs, listening to the target language when used around them provides the opportunity to decipher word meanings and internalize the language and apply it to future discourse (Brown Unversity, n.d.).Speaking is an interactive process that involves producing, receiving, and processing information and is dependent on the context in which occurs (Florez, 1999). It requires that learners know how to produce speech and understand when, why, and how to produce it (Florez, 1999). Speaking is a critical part of second language learning and teaching and is suggested to develop students communicative skills in order to take part in social and cultural language contexts (Kayi, 2006). Shepherd (2008) claims in her report, speaking and listening skills are part of the national curriculum but educationalists attest that it does not receive the appropriate amount attention it deserves (para. 4). However, skills in these modalities are necessary for students to partake in group discussions and interactions, which are vital classroom activities, that enhance creativity and understanding (Department of Education and Skills, 2006). Additionally, oral language skills promote the social relationships amongst peers, which lead to the development of confidence and positive attitudes in learning, especially amongst English language learners (Department of Education and Skills, 2006).2.4 CALL and Language LearningCALL has played an important role in personalizing education (Nobar & Ahangari, 2012). With its continuous development, CALL consists of an availability of various resources for learners and teaches in terms of language learning (Nobar & Ahangari, 2012). The use of technology provides the opportunity for second language learning to be enhanced while maintaining the quality and objectives of instruction (Morales, 2014). CALL has provided students with the opportunity for greater independence and flexibility in the learning process of a second language (Morales, 2014). Morales claims that students who use CALL performed better than those who did not (2014). In a study done on elementary students in Malaysia on how CALL affects learning the English language, in which students completed surveys about their perceptions of CALL, it was found that majority of them felt that it helped them learn English (Shafaei, 2012). 2.4.1 CALL and Listening SkillsListening is vital in the learning and teaching of a foreign language and the use of CALL to teach and learn listening skills is growing. However, research is limited in regards to using computers to increase listening proficiency (Phuong, n.d.). In Phuongs study on four instructors of listening for EFL learners and about one hundred students at a Vietnamese university, it was found that there was an increase in students listening proficiency when CALL was used as compared to students who did not utilize CALL. In an experimental study conducted on thirty first year English students the University of Biskra, in which student performance in listening would increase if CALL was integrated, confirmed the hypothesis that CALL would enhance students motivation to learn English as a foreign language thus resulting in better performance with listening skills (Nachoua, 2012). Listening skills are often assessed in way that is similar to the way in which reading skills are assessed (Mead & Donald, 1985). Listening comprehension usually involves a tester reading aloud passages and a student answering questions about the passage (Mead & Donald, 1985). It is important that when assessing listening proficiency three elements are considered, which will help in selecting the most suitable assessment for the student, including the listening stimuli, the questions, and the environment (Mead & Donald, 1985). Thus, even with the use of CALL to aid instruction of listening, assessments for this skills is carefully selected. 2.4.2 CALL and Speaking SkillsSpeaking skills is one of the language modalities that have had the most usage of CALL (Morales, 2014). In his review, Morales claims that students learning a second language progress in the target language through the use of technology in ways such as improving pronunciation through the use of voice recognition computer programs or making speech corrections through the use of recording applications (Morales, 2014). In a study conducted by Kim (2012), it was determined that CALL helped in the improvement of two graduate students in pronunciation and proficiency in speaking (pp. 1,25). In another study, it was concluded that second language learners improved their speaking skills because of the utilization of audiovisual technology in casual settings (Beharni, 2012). CALL usage together with peer interaction has proven to help students improve their second language speaking skills (AbuSeileek, 2007). To measure speaking proficiency skills of second language learners, the observational approach and the structured approach are two methods of assessment (Mead & Donald, 1985). Both approaches use various rating systems and can be done individually or in a group setting and are highly recommended to be conducted by those who are trained and knowledgeable of it (Mead & Donald, 1985). 2.5 Theoretical AspectKrashen claims that acquiring language is dependent upon the receiving of messages by learners, known as comprehensible input (Ariza & Hancock, 2003). Swains hypothesis of comprehensible output implies that learners create meaning with comprehensible output and producing utterances in the target language is necessary in interaction (Ariza & Hancock, 2003). Hence, teachers can provide comprehensible language input and output to students though a variety of ways, one including via computer applications (Ariza & Hancock, 2003).Different approaches have encompass the development of CALL in regards to learning a second language. When CALL was first developed it followed the structural-behavioral approach, in that it emphasized a drill and practice structure with corrective feedback (Yang, 2010). CALL later became aligned with Cognitive approaches in which language input and inferential tasks were provided. CALL, through its development, is in line with the socio-cognitive framework in which alternative contexts for social interaction opportunities for access and creation of discourse is provided (Yang, 2010). As technology is developing in its use for education, teaching methods are changing as well. Teaching methods that are currently practiced involve technology practices (Shafaei, 2012). According to the constructivism theory of language teaching, students learn more when they are actively engaged, thus the use of CALL allows for students to be engaged and motivated, which leads to better second language performance (Shafaei, 2012). 2.6 ConclusionCALL is supported and aligned with various language learning theories and approaches. A number of studies have claimed that CALL has make improvements in ELLs proficiency skills due to increased motivation and attitudes. Studies have also highlighted the change in perspectives of CALL and language learning. These studies have been conducted mostly on adult education students and very few done on elementary level students. Thus, this study will concentrate on local public school students and will focus on the effects CALL has, in regards to their achievement through the assessment of oral proficiency skills. 3.0 Methodology3.1 IntroductionThis study will utilize a qualitative approach to collect data and analyze information regarding the effects of CALL on the oral proficiency of elementary ESL students. The study will collect data through in-depth interviews of students and teachers and observations in the classroom setting. It will also use a review of educational documents in regards to learning standards for oral proficiency skills and local curriculum. The data collected from these tools will provide insight into how CALL is integrated into language instruction in the areas of speaking and listening and the achievement of oral proficiency skills of ESL students. Furthermore, it will allow for recommendations that may improve the competency of the use of CALL to aide instruction of oral skills and the increase in oral proficiency within ESL students in the Guam public elementary schools. 3.2 Aims of StudyThis study aims to investigate how the integration of CALL in the instruction of ESL students effects their speaking and listening proficiency. Additionally, this study aims to explore the ways in which CALL effects the language learning process of ESL students in the Guam public elementary schools. 3.3 Research QuestionsGiven the information collected in the review of literature, this study will be guided by the following questions:1. How is CALL integrated into instruction and achievement of oral language skills?1. How does CALL affect language learning for ESL students?1. What recommendations can be made to improve oral proficiency of ESL students within our Guam public elementary schools?

The preceding questions will help guide the study in examining the utilization of CALL and the effects it has on ESL elementary students in terms of achievement and performance of oral language skills. 3.4 Significance of StudyThis study is significant for a number of reasons. Firstly, it will examine how CALL is used to promote oral language skills. Secondly, it will examine how CALL effects the oral proficiency of elementary ESL students. Thirdly, the results will provides insight into effective CALL integration and possible improvements in teaching and learning oral skills. 3.5 Qualitative ApproachThe utilization of a qualitative approach is most suitable for this study because the findings of this study will rely mostly on qualitative data (Creswell, 2009). To gain understanding of the topic, it would be important to learn what the local public schools are doing in terms of integrating CALL into the instruction of ESL students. To gain valuable information, it is important that studies are conducted in natural setting of the school (Creswell, 2009; Johnson & Christensen, 2010). Information will be collected through documents reviews, in-depth interviews, and observations in the classroom. As an aid to the research, it is essential to maintain collection of notes to help guide the study. Additionally, because of its imperativeness, the results and qualitative data of similar studies will be reviewed in order to apply its relevancy to this study (Creswell, 2009; Johnson & Christensen, 2010). At the end of the research, a conclusion will be generated from data that is collected. 3.6 ToolsThe tools that will be utilized for this study include document studies, interviews, and observations.1. Document analysis of ESL standards and curriculum and teacher-made documents relative to the study. This includes lesson plans, reports of student achievement and progression, etc. 1. Interviews will be conducted on teachers and students. 1. Observations will be conducted in the regular education and ESL classrooms. The time and date of the observation must be approved and scheduled in advance with the teacher and assigned administrator. 3.7 Sample1. The sample pool for the interviews will include 2 teachers, 3 students, 1 ESL program coordinator, 1GDOE ESL Cadre program coordinator, and 1 school administrator.0. The interviews will be conducted in venues and times mutually agreed upon by the researcher and the interviewees. 0. Interview of teachers would include questions regarding their experiences with working with students identified as ESL, their use of CALL, and their strategies and methods in teaching oral proficiency, the use of CALL for oral proficiency. 0. Interview of administrator will include questions regarding support and provision for CALL within the classrooms and their expectations of teachers regarding instruction for ESL students. 0. Interview of ESL program coordinator and GDOE ESL Cadre program coordinator will include questions regarding the implantation of ESL curriculum in regards to oral proficiency, conclusions of quarterly assessments of ESL students, the use and availability of CALL for teachers and students. 0. Interviews of students will include questions regarding their perspective on oral skills, their views on using CALL tools during instructional time, and their evaluation of themselves as English speakers. 1. Classroom observations will be conducted in six general education classrooms and one ESL classroom. The observation will last throughout the duration of the class period. 1. Things to focus on will include the lesson plan, instructional activities, use of CALL, oral skill practices, students participation, etc. 1. It is may be suitable for participants of this study to be given appropriate incentives in order to express gratitude and thanks for their efforts, time, and support for the study. 3.8 Procedural DetailsThe conduction of the study will be carried out at a later time. Permission and approval for distribution and collection of interviews and surveys is required prior to being conducted. 4.0 Results and Discussion5.0 Conclusion

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