COMPUTER ASSISTED INSTRUCTION AND THE TEACHING AND LEARNING OF ENGLISH LANGUAGE.
ABSTRACT
Education is one of the institutions that human race has created to serve certain human needs and all the human institutions, it responds to changes in environment.
Briefly enough, this research work has been able to look at Computer Assisted Instruction and the Teaching and Learning of English Language as an added advantage.
Learners of language, with the help of the Internet, can now simultaneously communicate with others or speakers of the target language all over the world.
Nonetheless, as Dhaif (2010) claims computers can never replace the “live” teacher especially in language teaching, where the emphasis is no mutual communication between people. It can just play a role in teaching the second or foreign language as an aid to the teacher.
To be realistic, although most teachers throughout the world still use chalk and blackboard, CALL is used routinely in language instruction in highly developed countries, such as the USA, Japan and Western European countries including Turkey to provide supplementary practice in the four skills; writing, reading, speaking and listening as well as grammar and problem solving.
Though, as Chapelle (2009) points out ‘instructors need to understand how CALL can best be used to offer effective instruction to language learners”.
TABLE OF CONTENT
Title page i
Certification ii
Dedication iii
Acknowledgements iv-v
Abstract vi-vii
Table of Content viii-x
Chapter One
1.0 Introduction 1-5
1.1 Background to the Study 5-8
1.2 1.2. Statement of the Problem 5-10
1.3 Purpose of the Study 10-11
1.4. Research Questions 11-12
1.5 Research Hypotheses 12-13
1.6. Significant to the Study 13
1.7 Scope of Limitation 14
18 Definition of Terms 14-15
CHAPTER TWO
Introduction 16
2.1 theoretical/Conceptual Frame Work 17-23
of Computer
2.2 The Role of the Computer in Teaching/Learning 23-27
2.3 Call Methodology 28-29
2.4 Types of Software 29-30
2.5 Call and Language Skills 31-33
2.6 Internet and ELT 33-35
2.7 The Multimedia 36-37
2.8 Problems confronting the use of Computer in 37-38
Teaching and Learning of English Language
CHAPTER THREE
3.0 Research Methodology 39
3.1 Introduction 39
3.2 Research Design 39
3.3 Population of the Study 40
3.4. Sample and Sampling Techniques 40
3.5. Research Instrument 40-41
3.6 Validity of Research Instrument 42
3.7 Reliability of the Instrument 42
3.8 Method for Data Collection 42
3.9 Data Analysis 42-43
CHAPTER FOUR
4.0 Presentation and Data Analysis 44-48
4.1 Testing of the Hypothesis 49-53
4.3 Discussion 59-60
CHAPTER FIVE
Summary, Conclusion & Recommendation
5.1 Summary OF Principal Finding 61-63
5.2 Conclusion 63-65
5.3 Implication of the Study 65-66
5.4 Recommendation 66-67
References 68-69
Questionnaire
CHAPTER ONE
- INTRODUCTION
In the second half of the 20th century, education technologies were one of the most developed areas in the world. Computers, which have entered the school life in the late 1950s in developed countries, are still developing day by day throughout the world. Today, they have become more powerful, faster, cheaper and they can process and store much more data, as well equipment such as hard disks, CD Rom, Laser disk and printers used with computers have also developed rapidly (Anthony, 2010), using these, a computer programme can handle sounds, pictures and video along with characters.
At the end of the 20th century, the computer mediated communication and the Internet have reshaped the use for language learning. Computers are no longer a tool for only information processing and display but also a tool for information processing and communication.
Learners of language, with the help of the Internet, can now simultaneously communicate with others or speakers of the target language all over the world.
Nonetheless, as Dhaif (2010) claims computers can never replace the “live” teacher especially in language teaching, where the emphasis is no mutual communication between people. It can just play a role in teaching the second or foreign language as an aid to the teacher.
Today, there is huge amount of foreign language materials next to the traditional grammar book and dictionary. These materials include; courses, charts, newspapers, posters, picture card, and cut outs e.t.c.
These are supplemented by other media such as radio, television, slides, OHP, video tapes, games realia, toys as well as computer, multi media and internet (Victor, 2009).
The language laboratories, which were found in the 1970s under the influence of the audio-lingual method, have given room to computer assisted language learning (CALL) work stations (Mazli, 2005).
“Micro computers used as a word processors complement the audio facilities, enabling the interactive teaching of all four language skills; reading, listening, speaking and writing” (Crystal, 2007).
Crystal further adds that today a great variety of ELT exercises such as sentence restructuring, checking of spelling, checking of translations, or dictation tasks and cloze tests can be computationally controlled using texts displayed on the screen.
Recent years have shown a boom of interest in using computers for English language teaching and learning. A decade ago, the use of computer in the language classroom was of concern only to a small number of specialists in Western countries.
However, with the advent of multimedia computing and the Internet, the role of computer s in language instruction has now become an important issue confronting large numbers of language teachers throughout the world.
To be realistic, although most teachers throughout the world still use chalk and blackboard, CALL is used routinely in language instruction in highly developed countries, such as the USA, Japan and Western European countries including Turkey to provide supplementary practice in the four skills; writing, reading, speaking and listening as well as grammar and problem solving.
Though, as Chapelle (2009) points out ‘instructors need to understand how CALL can best be used to offer effective instruction to language learners”.
1.1 BACKGROUND TO THE STUDY
For more than two decades now, the traditional methods of teaching English Language have witnessed a gradual but steady decline as a result of the introduction of development and research in information technology. Computer, as a resultant effect, is more related to mathematics in its origin than to any other discipline, which makes some people feel that the computer can only be used for the teaching of mathematical calculations and logic.
According to Akudolu (2004), a “multi media system allows a user to easily perform with a computer system a wide range of tasks that would traditionally require different media and the effect of professionals with a multi media system, a user can watch motion video, listen to music, dictate notes and perform a large number of tasks in addition to the tasks that can be performed with a standard computer”.
The qualities of a multi media system makes it the ultimate technology for Computer Assisted Language Learning.
The use of computers in education started in the 1960s, with the advent of convenient microcomputers in the 1970s, computer use in schools has become widespread from primary education through the university level and even in some preschool programs. Instructional computers are basically used in one of two ways; either they provide a straightforward presentation of data or they fill a tutorial role in which the student is tested on comprehension.
Reading computer programs demonstrate concepts, instruct, and remediate student errors and misunderstandings from preschool through college. Some programs help students learn basic sight word and phonics.
If the computer has a tutorial program, the student is asked a question by the computer; the student types in an answer and then gets an immediate response to the answer. If the answer is correct, the student is routed to more challenging problems, if the answer is incorrect, various computer messages will indicate the flaw in procedure, and the program will bypass more complicated questions until the student shows mastery in that area.
It is against this background that computer, takes its place in language teaching and learning, and its application as it affects the teaching and learning of English language are considered of great importance.
- STATEMENT OF THE PROBLEM
The importance of the computer assisted instruction in the teaching and learning of English language is now realized more than before. Many local educations do not have up-to-date Information Communication Technology facilities. Some educational districts are yet to qualify or analyze the importance of these facilities in effective teaching and learning. The researchers envisage the financial challenges to be faced by such institutions and also problem of electricity supply to operate the equipment at regularly to enhance the teaching of the student.
The effect of poor manpower to enhance Information Communication Technology and modernization in form of computer system, electronics, telecommunication system.
The level of low electricity in some district and organization that make use of this equipment and machines has reduced. A major thrust of the study is to find out some of the effects of using computer assisted instruction in the teaching and learning of English language in secondary schools with focus on some selected schools in Alimosho Local Government Area of Lagos State.
- PURPOSE OF THE STUDY
Communication technology has introduced various types of equipment and machines to facilitate the development and growth of performance in teaching and learning of English language in local educational areas.
The purpose of this study however, determines:
- The extent to which computer based instructional strategy could facilitate academic achieve in English language at Junior Secondary Schools.
- The role and contribution of computer in the teaching and learning of English language.
- Problems confronting the use of computer in the teaching and learning of English and
- An overview of computer and its history (CAI) computer assisted instruction
- RESEARCH QUESTIONS
The following research questions were raised:
- Will there be any difference in academic achievement among Junior Secondary Schools students that are exposed to computer assisted instructional strategy in English language?
- Will there be any difference in academic achievement of male junior secondary student that are exposed to computer assisted instructional strategy and their counterparts who do not obtain similar aid?
- Will there be any difference in academic achievement of junior secondary school student that are exposed to computer assisted instructional strategy and their counterparts who do not obtain similar aid?
- What are the problems confronting the use of computer in the teaching and learning of English language in junior secondary school?
- RESEARCH HYPOTHESIS
To answer the research questions raised, the following research hypothesis was formulated;
Ho1: There is no significant difference in academic achievement among Junior Secondary School students that are exposed to computer assisted instruction strategy in English language.
Ho2: There is no significant difference in academic achievement of male junior secondary school students that are exposed to computer assisted instructional strategy and their counterparts who are not in English language.
Ho3: There is no significant difference in academic achievement of female junior secondary school student that are exposed to computer assisted instructional strategy and their counterparts who are not in English language.
Ho4: Lack of technical know-how and inadequate power supply to access computer during lessons.
- SIGNIFICANCE OF THE STUDY
Significantly, this study clearly states the positive and negative effects of ICT on the educational development of learners in local educational area in Lagos state.
This study brings to light the; importance of information communication technology in all facts of life. The role it plays in the teaching and learning of English language.
Finally, to serve as a source of reference to other researchers in similar area.
- SCOPE AND LIMITATION
Due to the nature of the project topic and its wider concept, the area which it deals with and the limitation is solely on selected secondary schools in Alimosho local government area of Lagos State because of time factors and financial constraints.
- DEFINITION OF TERMS
CALL: Computer Assisted Language Learning. This refers to instruction or remediation presented on a computer.
ELT: English Language Teaching. The teaching of English to people for whom it is not the first language.
Multimedia: refers to computer programs and products, which involve sounds, pictures, and film as well as text.
Software’s: Computer programs that are made accessible to users.
Information: Is piece of idea conceived in human mind.
Internet: This is a consummation of computer networks consisting of millions sizes and brand
Computer: Is an electronic device that has the ability to compute and analyze data.
Communication: Is the transfer of information from original source to the destination where it is needed with the intention of producing a change in behaviour of the receiver.
Kilobytes (K): Is the capacity of a computer. A kilobyte is one thousand bytes of data.
CPU: Central Processing Unit.
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