TITLE The Use of Computer-assisted Language Learning to Develop Matthayom 3 students’ English listening ability
AUTHORS Chonchanok Chuntori Jiraporn Boonlad
Nuantanorm Painsamer Rutchanee Talpuang
Wilawun Chaima Wittaya Srisoi
ADVISOR Assoc. Prof. Dr. Thooptong Kwangsawad
UNIVERSITY Mahasarakham University
This study aimed to (1) study the efficiency of the activities to develop English listening skill by using computer-assisted language learning with a required efficiency of 75/75 (2) examine the effectiveness index of the activities to develop English listening skill by using computer-assisted language learning (3) compare English listening skill before and after using computer-assisted language learning. The samples were 29 Matthayomsuksa 3 students selected by purposive sampling. The instruments used in the experiment were 4 units of computer-assisted language learning to develop listening skill and pre-test and post-test. The data were statistically analyzed by mean, percentage, standard deviation and t-test. The results of the studying revealed that English listening activity by using computer-assisted language learning to develop listening ability reached its efficiency of 39.31/44.50. It was lower than the criterion (75/75). The effectiveness index was 0.2520 indicated that the students could improve their learning at 25.20%. The post-test scores of the students were significantly higher than pre-test scores of the students at the .05 level.
It shows that using computer-assisted language learning to develop English listening ability is a good way to help students developed their English listening ability. Computer-assisted language learning motivated students to communicate and computer-assisted language learning can be effectively used to enhance languages skills.
Listening is a critical element in the competent language performance of adult ESL learners, whether they are communicating at school, at work, or in the community. Through the normal course of a day, listening is used nearly twice as much as speaking and four to five times as much as reading and writing (Dozer. 1997 : Web Site). Listening is the single most important aspect of tutoring. Without it there is no way to know what the tutee needs. Teachers must encourage students to listen with enthusiasm. However, the students with good listening lead to a good quality teaching (King. 2001 : Web Site). We have never really been taught to listen, we are taught speaking, reading, and writing skills, but, in general, there are no courses devoted in to listening. Most people are so busy talking or thinking about what they are going to say next that they miss out on many wonderful opportunities to learn about new things, ideas, and people (Lawson. 2007 : Web Site).
During this period, the use of computers as a tool to increase as teachers developed innovative techniques for using e-mail and word processors became integrated into writing classroom. Some teachers some to help students develop their own HyperCard projects or ones in similar applications developed for the PC, such as Tool Book. It was noted that building collaborative project around the computer and using computer mediated communication (CMC) had a strong effect on some student’s motivation and seems to make easier for shy students to become involved. Some teachers built assignments around student’s interaction in multi-user domains (MUDs and MOOs), the precursors of today’s chat rooms. Two major changes came starting in the mid-1990s.One was the dramatic increase in commercial multimedia for language learning as CD-ROMs became standard in home computers. The other was the development of the World Wide Web. Because of the web and increased access to the internet in general, the past five or six years have has seen major shift toward tool uses, and many newcomers to CALL define the field almost entirely in those terms (Hubbard. 2010: Web Site).
Pala (2005 : Web Site) conducted research about teaching listening and reading comprehension in Turkish using web-based material. He found that multimedia enhances listening comprehension greatly as opposed to traditional media. Multimedia increased learner success in listening; multimedia helped learners gain better language recall; features of multimedia such as ongoing feedback and effective interface enhances success rates for listening skills; and finally learners had positive reactions towards the use of multimedia.
Thus, the researchers emphasize the using computer-assisted language learning to develop student’s English listening skill. The students need to develop listening skill and have become active participants in learning. As a consequence, the researchers are keenly interested to develop computer-assisted language learning as the media to improve Matthayomsuksa 3 students’ English listening skill.
This research was quasi-experimental research one group pretest posttest design. The sample of 29 Matthayomsuksa 3 students at Muangmitwittayakhom School was selected by purposive sampling. The instruments used in the experiment were 4 units of computer-assisted language learning to improve English listening skill and pre-test and post-test. The total time to collect data was 8 hours in the 2nd semester, academic year of 2010.
Data Collection and Data Analysis
The researchers collected and analyzed the data as follows:
1. Data were analyzed to examine the efficiency index of activities for developing Matthayom 3 students’ English listening ability by using computer-assisted language learning required the criterion of 75/75. Statistics used in data analysis were basic statistics: percentage, mean ( ) and standard deviation (S.D.).
2. Data were analyzed to examine the effectiveness index of activities for developing Matthayom 3 students’ English listening ability by using computer-assisted language learning. Statistics used in data analysis were basic statistics: mean ( ), standard deviation (S.D.) and percentage.
3. Data were analyzed to compare English Listening skill before and after learning by using computer-assisted language learning materials to develop Matthayom 3 students’ English listening ability. Statistics used in data analysis was dependent sample t-test to determine the significant difference of English listening skills.
The findings were as follows:
1. English listening activities which were designed by using computer-assisted language learning to develop Matthayom 3 students’ English listening ability reached their efficiency of 39.31/44.50. It was lower than the criterion (75/75).
Table 1 Show the efficiency of English listening activities by using computer-assisted language learning to develop Matthayom 3 students.
Result of study Total scores
S.D Percentage of the average scores
The effectiveness of learning process 299 10.31 3.11 39.31
The effectiveness of learning outcomes 456 15.72 3.35 44.50
The effectiveness of learning activities (E1/ E2) is 39.31/44.50
2. The effectiveness index was 0.2520, indicated that the students were able to improve their learning at 25.20 %.
Table 2 Show the effectiveness index of using Computer-assisted Language Learning to improve English listening skills of Matthayom 3 students.
Number of students Total score Sum of total scores Effective index
29 40 299 456 0.2520
3. The post-test scores of the students were significantly higher than pre-test scores of
the students at the .05 level.
Table 3 Show the comparison English listening skill of Matthayom 3 students before and after using computer-assisted language learning.
Number of students Post-test scores Pre-test scores t-test
29 456 299 10.06
* at the .05 level of significance
Discussions on the Results
English listening ability by using computer-assisted language learning reached its efficiency of 39.31/44.50. It was lower than the criterion (75/75). This might be students had a short time to practice listening skill because of the researchers had spent only four weeks teaching. Moreover, CALL was a new material for students, so that they had anxiety. And they also were very nervous. This study was supported by Mike Levy and Glenn Stockwell (2006 : 69) mentioned that in the design and development of the CALL materials, students have to spend considerable time getting to know them first. Also, software reviewers are unlikely to have a detailed knowledge of the audience; instead, student rely on their knowledge and experience of CALL, and language learning more generally, to make judgments on how successful the program might be when actually used with students.
The effectiveness index was 0.2520 indicated that the students were able to improve their learning at 25 percent. This study shows that after using CALL students could improve and increase listening skills. Students had fun, good attitude towards learning English and also paid attention to the activities. Computer-assisted language learning helped to improve upon listening skills, overcome language barrier. Various activities could have a positive impact on the student’s engagement and motivation, and the students had high levels of concentration. This study was supported by Kuang-wu Lee (2000 : Web Site) mentioned that computers are most popular among students either because they are associated with fun and games or because they are considered to be fashionable. Student motivation is therefore increased, especially whenever a variety of activities are offered, which make them feel more independent. Network-based instruction can help pupils strengthen their linguistic skills by positively affecting their learning attitude and by helping them built self-instruction strategies and promote their self-confidence. This study was supported by In Seok Kim (2009 : Web Site ) mentioned that this is followed by a discussion on how language learning software could be implemented to increase students’ use of multiple learning styles. It is concluded that CALL software can be effectively used to enhance the many kinds of human intelligences employed when learning languages.
The post-test scores of the students were statistically significant higher than pre-test scores of the students at the .05 level. The result of the study shows that, as the learning activities were designed by using computer-assisted language learning allowed students have fun and there were games which were fashionable and motivated the students to study. Moreover; various activities lead the students to had good attitude towards learning English. Using computer-assisted language learning in listening skills teaching helped the students to improve their listening ability. This study was supported by Charatdao Intratat (2004 : abstract) who studied about an evaluation on the effectiveness of a computer assisted language learning (CALL). The study was quasi- experimental one-group with pre-test post-test. The subjects in this study were 60 volunteers who were undergraduate and graduate students from several faculties in the university. They were divided into 3 groups with 20 volunteers in each group. The data was collected from 2 parallel proficiency tests before and after studying the material and from a set of questionnaires asking for their comments on the CALL material. Results of the study showed that the learner proficiency increased significantly at 0.05 level. The correlation coefficient between the pre-test and the post-test scores was 0.78, which was significant at 0.01.
Computer-assisted language learning could help to improve listening skill, overcome language barriers. Furthermore, it could motivate and encourage students to study. Computer-assisted language learning was the interesting instructional media that could draw students’ attention and reduce their anxieties because of its various dimensions such as image, sound, and other functions; students can enjoy the activities without getting to know they have learned the content and get fun as the same time. This study showed that after using computer-assisted language learning as the instruction material, students had positive attitude towards learning English and also paid attention to the activities.