Modeling CALL programs in EFL Flipped Classrooms

Modeling surround programs in EFL Flipped ClassroomsModeling appoint programs in EFL Flipped Classroomsto Enhance Achievement and expression Learning AttitudeAbstract computing machine softw are program has been widely social function for teaching English words in flipped schoolrooms. The present carry supplied a practical example of integrating Computer- assist run-in Learning ( turn to) programs in English courses to flip the teaching fulfil. The pattern of CALL integration addressed in this study has allowed much to a greater extent flexibility in delivering study to diverse root words of English learners or at best, to implement individualized instruction. Examples of modeling CALL programs in teaching listening, pronunciation, reading, writing, and vocabulary were implemented in this study. Sixty bookmans (30 underwrite congregation and 30 data-based group) studying at King Marriott higher(prenominal) Institute for reckoner participated in this study. The engage group studied through and through and through the habitue non-flipped screenroom while the data-based group studied through implementing CALL programs to flip the schoolroom. Following the quasi(prenominal) experimental pre-post design the study was conducted during the archetypal semester of the academic year 2016-2017. The results of the study showed that CALL programs in flipped schoolrooms study improved the students run-in learning attitude and averaged examination scores to a statistically signifi lavt extent. chance on words CALL, flipped varianceroom, attitude, individualized instruction1. BackgroundIntroduction to CALLWhat is CALL?The acronym CALL represents a name that stands for Computer-Assisted Language Learning. It refers to manipulating estimators in spoken words teaching and learning. Traditionally, it is used as a means of teaching and assessing special(a) language items. Following the traditional CALL process, the learners are first introduced a rule and different examples, then, they employment varied exercises to test their knowledge of the rule and finally, the computer gives appropriate feedback and awards marks in records to be later checked by the instructor.Levy and Hubbard (2005) define CALL as the field that is concerned with how the computer mediates surrounded by the language learner and language learning objectives (figure 1).Figure 1. Levy and Hubbards 2005 conceptualization of CALLLevy (1997, p. 1) defines Computer-assisted Language Learning (CALL) as the search for and the study of computer applications in language teaching and learning. Beatty (2003, p. 7) gives a vast definition of what may go on in computer-assisted language learning (CALL), Beatty gives a definition of CALL that accommodates its changing nature that is any process in which a learner uses a computer and, as a result, improves his or her language. Furthermore, CALL includes issues of material, design, technologies, pedagogical theories and of instruction modes. CALL materials include those which are mainly make for language learning and those which adapt the existing computer-based materials, e.g. video and other materials (Beatty, 2003, pp. 7-8).The History of CALLFor more than terzetto decades, computers take aim been used in language teaching. Three main stages represent the history of CALL behaviouristic CALL, Communicative CALL and Integrative CALL (Warschauer Healey, 1998). Each stage corresponds to a certain pedagogical approach. behaviorist CALLInfluenced by audio-lingual teaching method, Behaviouristic CALL was emerged in the late 1960s and used widely in the 1970s. This stage was characterized by using repetitive language drills, known as drill-and practice. The computer represented a mechanical tutor that never allowed students to work individually, which in turn inhibited motivation. It besides implied using extensive drills, grammatical explanations and translation (Warschauer Healey, 1998).Communic ative CALLThe Communicative CALL initiated in the eighties after rejecting the behavioristic approach to language teaching theoretically and pedagogically. At this time, personal computers were paving the room for students to work individually at schools. Corresponded to cognitive theories, Communicative CALL considered learning as a process of discovery, expression and development. Advocates of Communicative CALL debated that computer based activities should focus more on using confabulation forms. Furthermore, software including simulations and text reconstruction program was widely used and developed in this breaker point. Therefore, Communicative CALL focused on what the students did with each other while working at the computer rather than what they did with the computer.interactive CALLInteractive CALL replaced communicative CALL which began to be criticized by the 1990s. Thus, instructors used more societal and learner-centered methods in a rejoinder to new second langu age acquisition theories and socio-cognitive trends. Language learning in authentic social contexts was emphasized at this time. Content-based project-based and task-based approaches were applied to integrate learners in authentic environments, and to integrate and use various skills of language learning. In such integrative approaches, learners try to use a variety of technical tools and progress a continuing process of language learning instead visiting the computer lab once a week for conducting separated exercises.Types of CALL ProgramsDavies, Hewer, Rendall, and Walker, (2004) divide CALL programs into Specific CALL software They are specific language learning programs intentional to develop, facilitate the language learning process, standardized language learning CDs, language learning websites and quizzes. Generic software They are general computer software designed for general purposes, like word-processors, presentation software, and spreadsheet, that potentiometer be u sed in language learning. Web-based language programs They are online language learning programs like concordancers, online dictionaries, online encyclopedias, news/magazine sites, etc. Computer-mediated parley (CMC) programs for online oral and written communication like email programs, online asynchronous and synchronous chat, discussion forum, etc.Warschauer (1996) divides CALL programs and applications into two main categories computer as tutor programs and computer as tool programs. Computer as a tutor refers to CALL programs designed for teaching grammar, listening, pronunciation, reading, text reconstruction, vocabulary and writing. Computer as a tool refers to the most super C use of a computer as a tool, and probably the usual use of computer programs for language learning, as word processing programs, grammar checkers, concordancers and collaborative writing.Advantages of computer in language teaching and learningprecept and learning technologies become one of the most e ffective areas in the educational system, especially in language learning (Reinders and Thomas, 2012). Today the number of teachers and students using computers and the Internet to teach/learn a second language has increased due to the technology advances (Han, 2008). In order to analyze the advantage of using computer in language learning, Li-Yun Lu and Tang (1996) divide the advantages into three types the inherent nature of the computer The returns of the teacher the benefit of the learner. The inherent nature of the computerThe computer can handle a much wider set forth of activities, and much more powerfully, than other technological aids. It offers a two-way learning session with the student. The computer can assess the students response. It can also display mes sagaciouss, take the student through subsequent attempts at a question, and even take the student to a different section of package, depending on the nature of the response. The benefit of the teacherThe computer pre sents several(prenominal) aspects of particular promise. Prominent among these is its versatility in handling different kinds of material. For example, the simplest is the one-way presentation of teaching, in the form of text, graphics, audio and video. Also, the computer can handle question-and- issue routines, simulated dialogues, hypothesis testing, and many other types of exercises. The benefit of the learnerThe computer also offers many advantages for the learner. Access is one of the benefits. The computer offers the student the choice of when to study particular topics and how long to spend on them. The flexibility makes many educational courses accessible to students who would otherwise rich person no chance to take them. It is not a dream to make the distance teaching. Many computers can be linked by telephone on special landlines. Alternatively, teachers can send tapes or discs of their materials through the post. Whatever the factors of time and distance, the computer r etains its potential for personalized instruction. There is no low attention period as the student waits for his or her turn to come round in class. On the contrary, each student has the computers full attention and can work at the speed best suited to the individual.Flipped ClassroomsWhat is a flipped classroom?The flipped classroom is a recent model of pedagogy in which the unfluctuating lecture and assignment elements of a course are reversed. In other words, activities that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. For instance, instead of having lectures during sessions at university, students gather the information largely outside of sessions, by reading, watching videos and listening to podcasts or other audio format (Centre for schoolman Development and Quality, 2016). Tucker (2012) adds there is more than one model for flipping the classroom, the core idea is to flip the regular instructional approach with the help of teacher-created videos and interactive lessons, instruction that used to take place in class is now accessed at home, in advance of class. The classroom becomes a place to deal with problems, advance concepts, and to lock away in collaborative and active learning.In contrast to the lecture format, in flipped classrooms the role of the proofreader changes from cosmos a presenter of content to a learning coach. Bergmann, Overmyer and Willie (2011) state that the lecturer is no longer the sage on the stage but the guide on the side. Students become active learners instead of relying on the lecturer as the disseminator of knowledge.Advantages of the flipped classroomsFlipped classrooms have may learning advantages related to sustainable learning, engagement and interaction. Bergmann, Overmeyer and Willie (2011) include several advantages for the Flipped classroom1- lifelong learning learners depend on CALL programs to learn the content before culmination to classrooms. Such method of acquiring knowledge, is a lifelong learning skill.2- Material engagement in classroom learners complete different active learning exercises that reflect the applications, implications and controversies associated with the material. This engagement highlights the importance of the material in the learners terrestrial lives and helps them relate to the topics.3- interaction between learners and faculty class periods are specified to interactions among the learners. This strategy shifts the focus of learners from the front line of the classroom. The flipped classroom moves the faculty teacher from the stage to one-on-one interacting with the students.2. Method2.1. Participants and locationThe study was conducted at the King, Marriott Higher Institute for Computer Science, Alexandria, Egypt during the first semester of the academic year 2016-2017. 60 students (30 control group and 30 experimental group) participated in the study.2.3. TreatmentTwo units from CommercialTechni cal English Terminology Textbook were used in this study (Unit 1 Introduction into Business English and Unit 2 Recruitment). The control group studied the two units through the regular non-flipped classroom. The experimental group studied the units through implementing CALL programs to flip the classroom. The researchers introduced the proposed CALL programs and how to use them during the anterior session.2.4. Instruments2.4.1. Achievement TestThe researchers conducted an action test to assess the participants performance. The test is composed of three parts the first evaluates communication skills, the second assesses vocabulary acquisition and the third is reading comprehension. (appendix I).2.4.2. Attitude SurveyTo assess the participants attitudes toward the flipping classrooms in English language learning, the researchers conducted an attitude survey (appendix II). The researchers followed Lickerts 5 range scale in conducting the survey.3. Results3.1. Achievement speculation OneThere is a statistically significant disparity between the mean scores of the experimental group students and that of the control group in the post application the achievement test in kick upstairs of the experimental group students.To verify the validity of the previous hypothesis independent samples t-test was used. Table (1) shows the significance of difference between the mean scores of the control and the experimental group students in post-testing.Table 1meaning of difference between the mean scores of the experimental and the control group students in post- testing groupingMeanStd. DeviationLevenes TestdftSig.Control13.41.79FSig.585.35.001Experimental15.71.57.31.57The data presented in table (1) reveals that Levenes Test F (Equality of Variances) equals 0.31 which is significant at 0.57, t value is (5.35) and significant at 0.001, and df equals 58 which means that there is a statistically significant difference between the mean scores of the control and experimental grou p in post-testing.3.2. AttitudesHypothesis two Participants have arrogant attitudes toward flipped classrooms in English language learning.Results of attitude survey are presented in the pursuance table.Table 2Students attitudes toward flipping the classrooms in English language learningStatementpowerfully jibe oppose undecidedDisagreeStrongly disagree1. The flipped strategy helped me to study individually according to my pace.No.12 (41.4%)No.13 (44.8%)No.3(10.3%)No.1(3.4%)No.0(0%)2. The flipped strategy attracted me to study more outside the classroom.No.11(36.7%)No.14(46.7%)No.3(10%)No.2(6.7%)No.0(0%)3. The flipped strategy helped me to get more knowledge and information.No.9(30%)No.15(50%)No.5(16.7%)No.1(3.3%)No.0(0%)4. In-class activities enhanced what I studied outside the classroom.No.9(30%)No.16(53.3%)No.5(16.7%)No.0(0%)No.0(0%)5. In-class activities make the teacher available to answer questions.No.18(60%)No.11(36.7%)No.0(0%)No.1(3.3%)No.0(0%)6.Working with colleagues col laboratively in class makes me more active.No.9(30%)No.16(53.3%)No.4(13.3%)No.1(3.3%)No.0(0%)Close inspection of the data presented in the previous table reveals that the participants have positive attitudes toward flipping the classrooms in English language learning.4. DiscussionThe researchers implemented different CALL programs in this study like Natural Reader, Corpus concordancing, online listening Lab and PowerPoint presentations. The selected training units were explained and presented through PowerPoint program and were given to the experimental group students to be studied outside the classroom. Also, the experimental group students were trained during the introductory session on a cocordancing program for enhancing vocabulary acquisition and the natural reader program for developing reading skills. Experimental group students were trained to study the proposed units outside the classroom and to practice different activities in the classroom to enhance what they have studie d. On the other hand the control group students studied with the regular method, i.e. explanation in the classroom and activities outside the classroom.After finishing the treatment (2 units) both the experimental and the control group students sat for an achievement test and the experimental group students completed an attitude survey related to the flipped classrooms. The mean scores of the control and the experimental group were 13.4 and 15.7. The results of the achievement test highlights the effectiveness of flipping the classrooms. Furthermore, the results of the survey proved that experimental group students hold upon flipping the classrooms.ReferencesBeatty, K. (2003). Teaching and researching computer-assisted language learning. New York Longman.Bergmann, J., Overmyer, J., and Willie, B. (2011). The flipped class What it is and What it is not. The Daily Riff. Retrieved from http//www.thedailyriff.com/articles/the-flipped-class-conversation-689.php.Centre for Academic Devel opment and Quality (2016). CADQ buy the farm The flipped classroom. Nottingham Trent University. Retrieved from www.ntu.ac.uk/cadqDavies, G., Hewer, S., Rendall, H., Walker, R. (2004). ICT4LT Module 1.4 Introduction to computer assisted language learning (CALL). http//www. ict4lt.org/en/en_mod1-4.html.Han, W. (2008). Benefits and barriers of computer assisted language learning and teaching. US-China Foreign Language, 6(9), 40-43.Levy, M. (1997) CALL Context and conceptualization. Oxford Oxford University Press.Levy, M. and Hubbard, P. (2005). Why call CALL CALL? Computer Assisted Language Learning. Vol. 18, No. 3.Li-Yun Lu and Tang, F (1996). Computer-Assisted Language Learning. NYU School of Education Department of Teaching and Learning-Multilingual multicultural Studies TESOL.Reinders, H., Thomas, M. (2012). Contemporary computer assisted language learning. Retrieved from http//www.eblib.com.Tucker, B. (2012). The Flipped Classroom. Education Next. Retrieved from www. educati onnext.org.Warschauer M. (1996) Computer Assisted Language Learning an Introduction.In Fotos S. (ed.) multimedia language teaching, Tokyo Logos International 3-20.Warschauer, M., Healey, D. 1998. Computers and language learning an overview. Language teaching forum. 31, Pp.57-71.AppendicesAppendix IAchievement TestI- Complete the following conversation. (7 pts)Operator Hello, Frank and Brothers company, ? buttocks This is bum Robert. Can I have extension 3421?Operator Certainly, . .David Jack Richardsons office, David speaking.John John Robert calling, is. ?David Imsorry hes out at the moment. Can ?John Yes, Could you ask him to . at 9147 6320. Its urgent.David Could you the number please?John Yes, thats 9147 6320, and this is John Robert.David Thank you Mr Robert, Ill make message.John Thanks, bye.David Good bye.II- Insert the following words in the gaps in the text below. (9 pts)Many People flavor for work read the . advertised in newspapers by companies and. . To reply to an adevertisment it is to for a job. You fill the companys., and send it on with your CV and You often have to give the names of two.. . If your qualifications match the , you might be. , i.e. selected to attend an.. .III- Read the following extract, then answer the questions. (4 pts)Business is an organized approach to providing customers with different products and services they need. Also word stemma refers to an organization that provides these products and services. Businesses in general seek to make a profit i.e., they aim to achieve revenues that pass the costs of operating the business. Prominent examples of for-profit businesses include Mitsubishi Group, General Motors Corporation, and Royal Dutch/Shell Group. However, some businesses unless seek to earn enough to cover their operating costs. Commonly called non-profit-makings, these organizations are primarily nongovernmental service providers. Examples of not-for-profit businesses include such organizations as social s ervice agencies, foundations, advocacy groups, and many hospitals.Answer the following questions.1- narrow down business and its main aim.2- Show the difference between profit and nonprofit business.3- Mention two examples of nonprofit organizations.4- Propose a suitable title to the extract.Appendix IIAttitude SurveyChoose the response that best reflects your attitude1. The flipped strategy helped me to study individually according to my pace.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree2. The flipped strategy attracted me to study more outside the classroom.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree3. The flipped strategy helped me to get more knowledge and information.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree4. In-class activities enhanced what I studied outside the classroom.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree5. In-class activities make the teacher available to answer questions.Strongly agreeAgreeIndecisiveDisagreeStrongly di sagree6. Working with colleagues collaboratively in class makes me more active.Strongly agreeAgreeIndecisiveDisagreeStrongly disagree This book is compiled and supplemented by one of the researchers (Dr. ayman Elesery).