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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)

INTI International University, Malaysia

EFFECTIVENESS OF COMPUTER ASSISTED LANGUAGE


LEARNING (CALL) IN PAKISTANI ESL PERSPECTIVE: A
QUASI-EXPERIMENTAL STUDY

Sadia Irshad1 and Mamuna Ghani2


The Islamia University of Bahawalpur, Pakistan
(1sadiyairshad@gmail.com, 2drghani2009@yahoo.com)

ABSTRACT

Computer has intruded every discipline and is researched worldwide as an important medium of teaching and
learning languages. Despite this fact, few applications of CALL in ESL have found their way in Pakistan and
that too as some individual efforts. One potential reason is that suitability, implications and the pedagogical
benefits of CALL have not yet been explored in the Pakistani ESL perspective. Therefore, this paper investigates
the importance and significance of CALL in the Pakistani ESL perspective. It brings together fields of CALL,
ESL teaching and learning and second language acquisition (SLA). The stated proposition is established by
presenting the results of a quasi-experimental study. This study is conducted to investigate the pedagogical
benefits of Reading Comprehension CALL ESL Courseware for developing reading comprehension skills of
ESL learners at an advanced level in Pakistan. The present study substantiates the computer to be conducive as a
mode of teaching-learning ESL. The guidelines for further research and evaluation of CALL in the Pakistani
ESL perspective is presented in conclusion.

KEY WORDS
Computer Assisted Language Learning (CALL), English as Second Language (ESL), Computer as Mode,
bidirectional learning, individualized learning

INTRODUCTION
The present paper addresses the proposition that in the developing Pakistan the implications
and employment of computers is beneficial in teaching English as a Second Language (ESL).
This propensity refers to the fact that the application of computer technology is inevitable in
every discipline of life worldwide. In this context, Warschauer (1996) asserts that the use of
computers have become so widespread ‘dramatically’ in educational institutions and
everyday life “that majority of language teachers must now begin to think about the
implications of computers for language teaching” (p.1).

Contrary to that, in the English language teaching-learning context of Pakistan the


information is generally transmitted through textbooks in a traditional setting of lock step and
is considered as the most appropriate and suitable means of teaching and learning ESL.
Paradoxically, it is widely accredited that ESL learners in Pakistan are already utilizing
computers for several other purposes. Therefore, teachers and administrators involved in
teaching ESL need to have awareness of computer applications for the teaching and learning
of English to transform the learners’ experience of computers into ESL acquisition. Majeed
(2009) opines that it is necessary for English language teachers in Pakistan to become aware
of the applications of computer in ESL learning and teaching in this digital age.

THEORETICAL BACKGROUND
Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia

It is researched worldwide that learners receive more information from audio and visual
sources than written words. To elucidate this propensity, Chapelle (2001) points out that
everyday language use is so much tied to the technology that learners are experiencing
language more through technology. In fact, in Pakistan the computer is a means to English
language exposure though not for directly English language learning but to write papers,
receive and send e-mail and browse the World Wide Web. It is now the job of the language
teachers to shape and transform their computer using experiences into language learning
experiences. Evidently, this technology intervention into everyday life is not recent in the
other parts of the world. It has also influenced second language pedagogy and envisaged the
new horizons for applied linguists.

It was in the mid of the twentieth century that the field of applied linguistics adopted the then
newly introduced technology of computers in the second language acquisition (SLA)
pedagogy in United States of America as computer assisted language learning (CALL).
CALL involves exploration of those computer applications that can be employed as a solution
to the problems of SLA pedagogy. CALL focuses on the learner and promotes self-efficacy
learning as it is based on the learning setting in which the lessons allow the learners to learn
on their own using structured or unstructured interactive lessons. It is implied that this
learning setting carries two important features: bidirectional learning and individualized
learning. Bidirectional or interactive means that feedback is given after learners’ inputs are
assessed by the system to help learners improve their language competency. Well-
programmed bidirectional or interactive CALL lessons provide feedback in terms of scores,
guidelines, and customized lessons that are suitable for individual learners to move on.

CALL is often misunderstood as method, but it is an approach to language teaching and


learning as Davies (2009) asserts that CALL is “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.” In
other words, Levy (1997) describes practice of CALL as “the search for and study of
applications on the computer in language teaching and learning” (p.1).

By the end of twentieth century CALL practice spread across the globe. However, in Pakistan
CALL found its place only in the current millennium, when the Higher Education
Commission (HEC) (HEC, 2007) of Pakistan started promoting e newest strategies for
education, resulting in a rapid development of both Information and Communication
Technology (ICT) and English language education. Moreover, English Language Teaching
Reform (ELTR) committee of HEC established te CALL subcommittee, which has been
working since 2005, with the aim to help English language teachers of Pakistan to use
electronic communication to enhance teaching and learning of English (Rana, nd). Moreover,
the educational researches (Tabassum, 2004 and Mahmood, 2004) to explore the pedagogical
benefits of computer assisted instruction (CAI) in the subject of science provide an aid to
research in CALL in ESL. Therefore, the present study anticipates that the use of modern
technology to promote English language teaching and learning is the need of the hour, and
that technology and ESL has to go hand in hand to meet the needs of the present technology-
tuned Pakistanis.

In Pakistan, English enjoys that status of foreign language which has become a second
language in the field of education due to two vital factors. Firstly, English is a dominant
second language in Pakistan and “had always been used for official work” (Talat, 2002, p.7),
Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia

moreover, in educational institutions its dominance as a sole medium of instruction is obvious


in higher education and private schools. In addition, it is taught as a compulsory subject from
the first year of education in government schools (Ministry of Education, 2004). Above all,
proficiency in English is a key factor for becoming a successful and educated individual of
the society in Pakistan. In this context, Kachru, (1982) identifies the instrumental function of
English language for education in Pakistan (as cited in Talat, 2002).

Secondly, the rapid growth of English as a major medium and tool of communication around
the globe has developed English as an International Language (EIL) which has increased the
opportunities of exposure to English for the ESL learners in Pakistan beyond the classroom.
Brown (2000) illustrates that the world wide spread of EIL has confused the previously
distinct definitions of EFL and ESL, whereby learning ESL implies the social setting of an
English learner within a culture where English is a native language. In contrast, ESL cannot
be identified clearly in the countries where it is a widely used language in education,
government or business. On the other hand, EFL entails English learning “in one’s own
culture with few immediate opportunities to use the language within the environment of that
culture” (Brown, 2000, p.193). Pakistan is among those countries where English is primarily
a medium for acquiring higher education and a key factor in obtaining a livelihood. In such a
context, defining English as a second language is justifiable. The status of English implies
that there is a need to provide teachers-learners of ESL with an up-to-date technological
mode that can cope with the educational and job-specific requirements of the learners.

It is also important to understand that the use of the computer in the ESL context in itself
does not constitute a teaching method. Rather, the computer forces language pedagogues to
think in new ways to exploit the benefits and effectiveness of computer implementation in
ESL pedagogy and work around its limitations. In a such context, it is important to clarify
that the concept of pedagogy is not synonymous to teaching methodology (Hewer & Davies,
2000). CALL is not a method of language teaching like Grammar Translation Method or
Audio Lingual Method rather according to Garrett (1991), it refers to a “medium in which a
variety of methods, approaches and pedagogical philosophies may be implemented” (Garrett,
1991, p.75).

However, the present researchers identify that available multifaceted software and diverse
computer applications allow classroom practitioners of CALL to incorporate computer more
than a medium. Therefore, the present study investigates the implications of the computer
beyond being a medium: as a mode, i.e. capable of integrating diverse computer applications
and software eclectically to design CALL courseware. Thus, this study is an attempt to
investigate the proposition that the computer is a mode that facilitates learning. It inculcates
language skills in the learner-centered learning environment which promotes self-paced,
individualized learning. Thus, transforming learning into an interactive and personalized
experience. Moreover, the focus of CALL is learning, not teaching. CALL employs the
computer as a rich mode that promotes second language teaching-learning process and
identifies the importance of the role of the teacher as classroom practitioner.

The present paper validates the computer to be conducive as a mode of teaching-learning


ESL. As Chapelle (2007) asserts any CALL design presupposes a particular conception of
teaching; and this paper presents a CALL design with the computer as mode to facilitate ESL
teaching learning in Pakistan. This model includes the a three-phased application- design and
development, implementation and evaluation of CALL courseware incorporating
Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia

multifaceted factors and features of computer. The study, thus, involves an eclectic approach
which incorporates the computer as a mode to facilitate SLA pedagogy by assimilating
features surrounding already present and currently utilized models of CALL. Weshoff (2002)
explains (as cited in Verspoor and Cremer, 2008) the value of using the computer in language
classrooms and describes the importance of eight possible applications of computer for
second/foreign language education: as provider of input, means of communication, moderator
of input, support in writing process, source of information, correction instrument, practice
instrument, and test instrument. Thus, the computer is a mode which is capable to incorporate
these applications for effective ESL learning.

RESEARCH DESIGN

With the expectation of the computer as a mode, which can provide an effective ESL
teaching-learning environment; a field study of advanced ESL learners was conducted. This
field study aimed to substantiate appliance and employment of the research design of the
present study for reading comprehension. The present research follows a quasi-experimental
scheme to apply and evaluate pedagogical benefits of CALL in the Pakistani ESL
perspective. As CALL is a relatively a new trend to be incorporated in ESL in Pakistan,
therefore, it was impractical to design a true experiment. In this association Cohen and
Manion (1980, p.192) assert that in educational research sometimes it is not possible to
embark on true experiment for random assignments of subjects to the groups. However, a
quasi-experimental study also involves design whereby sufficient control of sources of
invalidity is achievable. Therefore, the Non-Equivalent Control Group Design was
undertaken as it offers adequate control of sources of invalidity.

Two classes were selected non-randomly; however, one class was selected randomly as the
experimental group and the other as the control group after the Pre-test. Where one was the
CALL ESL class and the other was a traditional ESL class. The threat to internal validity in
terms of differential selection of subjects was avoided as both the selected advanced ESL
learners’ classes were enrolled concurrently in the institution and were taught by the same
teacher.

The population for the present research is the advanced ESL learners in Pakistan who attend
ESL course to improve their English language proficiency level for either higher education or
employment pursuits. This indicates that a learner gets enrolled in an advanced ESL class
with instrumental purposes and with the degree of instrumental motivation to learn ESL. This
research was conducted at a public institute in Bahawalpur (one of the major cities of
Pakistan). This institution is chosen for this study because the researchers have access to it,
the computer lab was available for the experiment, and the teacher was willing to incorporate
the use of the CALL courseware into the curriculum. The convenience sampling technique is
adopted by selecting two available classes of the ESL advanced learners in the summer
course 2008. The total sample was 30 with 15 participants in each class. According to a non
formal survey- administered to understand the students’ background before the study, the
students had different educational backgrounds. Nonetheless, all the subjects had studied
English only as a subject in a classroom environment.

The present study involves an independent variable: the experimental treatment, which
consisted of classroom use of CALL ESL courseware to support reading comprehension
skills. The experimental group spent six days per week for 90 minutes in the CALL ESL
Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia

classroom for four weeks excluding one training week prior to treatment. The same time
period is spent by the control group in the Traditional ESL class. The tool for data collection
is the Reading Comprehension Test. The test is administered twice: prior experiment as Pre-
test to evaluate the selected two groups of ESL advanced learners on the variable of
proficiency in Reading Comprehension and after experimental treatment as a Post-test. The
test was validated for content validity by a panel of three lecturers; and pilot tested whereby
reliability coefficient of the scale is found to be α=0.86.

Development and design of CALL ESL Courseware

A non-formal survey is conducted to identify the language learning needs of the learners
which are taken into account while designing CALL ESL courseware. As educational
institutions in the country have not yet received access to internet or LAN (Local Area
Network), the courseware was developed in accordance with the available hardware,
software, and computer related knowledge of the learners. Researches across the globe has
shown that the integration of technology in language teaching “is much more likely to be
successful if full consideration is given to the pedagogical needs that the technology is
actually fulfilling”(Littlemore, 2002).

Generally the applications of CALL software are of two distinct types: generic software
applications and CALL software applications (Davies 2009).For the present research Generic
software: Word processor: Microsoft Word was used to design 40% of the activities for the
ESL CALL courseware to engage learners to utilize the computer as a tool primarily, and
navigator. Word processor is used combining the hyperlink the application of the computer
multiple media and features are used to combine text, graphics and pictures to deliver content
to develop reading comprehension and building vocabulary. Nonetheless, writing, speaking
and listening skills were also worked on as teaching isolated skills is impracticable. In these
activities computer as mode became a tool for getting assistance in meanings and a tutor that
stimulated learners’ interest by teaching interactively. In this context, Sharp (1996) describes
the use of a word-processor as a writing tool in the classroom for teaching second language,
whereby learners can draft, and edit their work. Varied reading comprehension activities were
developed whereby the computer as a mode incorporated technology universally as a tool and
simulator in developing activities such as to unscramble a story, prediction, text quickies,
scanning information, gap filling and guess the title.

In addition, CALL software applications were employed in the present study. Davies (2009)
explains the CALL software applications “are designed to promote explicit or implied
language learning objectives and are usually based on the software authors’ beliefs about the
ways in which students learn languages”. Hot Potatoes 6 from Half-Baked Software was used
to author CALL ESL activities that constitute 60% of courseware. The authored Hotpotatoes
6 activities are conducive to ESL learning for the number of reasons. Firstly, Hotpotatoes 6
allows self-paced individualized learning. Secondly, it allows a combination of multiple
media with colorful displays that allows the researchers to present authentic examples of
ESL, hence, interest learners and is able to arouse positive an attitude towards ESL. Thirdly,
time limit and target to achieve better scores, to develop a sense of competition, and rewards
the extrinsically motivated learners of the group.

INTERPRETATION AND ANALYSIS OF DATA


Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia

The results of Reading Comprehension Pre-test is not the part of the research hypotheses of
the present study, nonetheless, it is discussed in order to achieve the sufficient control of
sources of invalidity to a quasi-experimental study. For the analysis of Reading
Comprehension Pre-test the groups are named as Group 1 and Group 2. The data obtained in
the form of total scores of Pre-test is analyzed through inter-group statistics which indicate
that Group 1 and Group 2 obtained almost similar scores. The mean score of Group 1 is
45.0667 and mean score of Group 2 is 45.3333. Independent sample t-test for equality of
means to compare means in Pre-test scores between Group 1 and Group 2 suggests that the
two groups do not differ in ESL reading comprehension prior experiment since the p-value is
>0.05.

Hence, both the groups can be treated as equal on the variable of ESL reading comprehension
prior study. Thereafter, for the purpose of experimental study Group 1 is randomly selected as
the experimental group and named as CALL ESL class and Group 2 as control group and
named as Traditional ESL class. After the experimental study period the Traditional ESL
class and CALL ESL class are compared on the data obtained in the form of total scores of
Reading Comprehension Post-test. The obtained data is analyzed through inter-group
statistics which indicate that the CALL ESL class scored significantly higher than the
Traditional ESL class. Table 1 presented below tabulates the mean score of the CALL ESL
class as 61.0000 and the mean score of the Traditional ESL class as 49.3333.

Table 1 Inter-Group Statistics: Scores in Post-test

Groups Number of Mean Std. Deviation Std. Error Mean


students
CALL ESL class 15 61.0000 14.1270 3.6476
Traditional ESL class 15 49.3333 16.3562 4.2231

Independent sample t-test for equality of means to compare means in Post-test scores
between the CALL ESL class and the Traditional ESL class suggests that the two groups
significantly differ in ESL reading comprehension after experiment since the p-value is
<0.05, as indicated below in Table 2.

Table 2 Independent Sample t-test (equal variances assumed): Scores in Post-test

t-statistics Degree of p-value Mean Std.Error Significance


Freedom Difference Difference
2.091 28 .046 11.6667 5.5803 Significantly
(<0.05) different

The statistical analyses: Inter-group statistics and Independent sample t-test for equality of
means, of the Reading Comprehension Post-test scores indicate that there is a statistically
significant difference between the CALL ESL class and the Traditional ESL class in reading
comprehension after the experimental teaching period. This result suggests that the learners
who were taught in the CALL ESL class with the aid of developed CALL courseware showed
statistically significant better achievements than the learners who were taught in the
Traditional ESL class with the traditional method of teaching-learning ESL. Thus, the null
Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia

hypothesis that there is no significant difference between the mean scores of the advanced
ESL learners of experimental group and control group is rejected at 0.05 levels of
significance in favor of experimental group- CALL ESL class. It explicates that the
experimental treatment-the use of the computer as a mode to assist advanced ESL learners is
more effective than the traditional method of teaching-learning. Thus, the computer is an
efficient mode to employ techniques of SLA in solving the problems of ESL pedagogy.

CONCLUSION

The findings of the quasi-experimental study leads to the conclusion that the computer is an
effective mode of learning and teaching ESL. Moreover, the results help to construe that
bidirectional and individualized teaching-learning are better strategies than the traditional
method of ESL teaching-learning in Pakistan. In contrast to the teacher as custodian of
knowledge in traditional pedagogical methods of language teaching-learning, the CALL
teacher acts as a facilitator and supporter. Moreover, CALL allowed a positive learning
experience for ESL teacher-learners whereby CALL ESL courseware provided experiential
practice of ESL. It offers integration of multiple media effectively to cater to the individual
learner’s needs thus helps self-paced, individualized and independent learning. CALL tasks
encourage greater interaction between teacher and learner and among peers, minimize a
language learning anxiety and boost the self-confidence of learners. The experimental study
findings led the researchers to make the following recommendations.

Today the field of CALL is in “permanent evolution which will stretch the limits of
technology and intelligence” with recent inventions (Delcloque, 2000). Therefore, the
Pakistan government should take necessary measures to utilize the potential of the computer
to enhance ESL education. The Ministry of Education and HEC Pakistan should continue the
efforts to promote computer literacy for teachers of ESL. The CALL subcommittee of HEC
Pakistan should involve teachers to make them aware of CALL in ESL and arrange
programmes so that the trained teachers can organize workshops in their areas to enlighten
ESL teachers about the benefits and effectiveness of CALL. The government should take
steps to utilize the available computer technology by arranging workshops where experts
would describe the effective use of available computer technology for ESL pedagogy.

The existing computer laboratories should be added with video disks, CD-Rom technology
and internet to provide up-to-date visual, auditory and textual content to which learners are
familiar with in a world that is increasingly video oriented. Future research should undertake
research to determine the pedagogical benefits of CALL with the computer as mode. Large
scale researches are required to develop CALL in Pakistan, therefore, government supported
and funded researches are needed to be conducted due to two vital factors. Firstly the
research in the field of CALL requires high capital and it is difficult and in some cases
impracticle for a researcher to carry out a research with personal resources only. Secondly, it
is impracticle for researchers to seek cooperation of the concerned departments, organizations
and educational institutions.

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Proceedings of the 3rd International Conference of Teaching and Learning (ICTL 2011)
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