Treatment students preferred communicative CALL tasks or a combination of methods over traditional teacher/CD-player listening (48% preferred both, 36% preferred CALL)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only 16% of treatment students preferred learning by listening to the teacher or CD player; 36% preferred communicative tasks with CALL and 48% preferred both. → Nguyen Van Han & Henriette van Rensburg 2014

Evidence¶

Nguyen Van Han & Henriette van Rensburg 2014¶

Nguyen Van Han & Henriette van Rensburg. (2014). The Effect of Computer Assisted Language Learning (CALL) on Performance in the Test of English for International Communication (TOEIC) Listening Module. English Language Teaching, 7(2). https://doi.org/10.5539/elt.v7n2p30

q2 · i? · causal · r1

Learning-style question in the post-course questionnaire of the treatment group. "48% of the students felt eager to take part in the tasks organized with two methods at the same time", which the authors read as supporting teacher roles as negotiator, facilitator and organizer.

"16% of the students showed their interest in learning with the traditional method (listen to the teacher or CD player to do the listening tasks). On the other hand, 36% of them preferred communicative tasks with CALL. Surprisingly, 48% of the students felt eager to take part in the tasks organized with two methods at the same time."

Discussion¶

Related Claims¶

• 84% of treatment-group students reported their TOEIC listening skills were enhanced through the CALL course with authentic materials — related
• CALL instruction produced significantly better TOEIC listening score gains than traditional textbook instruction in a quasi-experiment with two groups of 25 Vietnamese college students — related
• 72% of treatment students found the CALL teacher's method interesting and motivating, while 28% disliked it due to unfamiliarity — related
• Hybrid approaches combining LLMs with traditional knowledge-tracing algorithms outperform either method alone for learner modelling — related
• Before the course, 72% of surveyed students held no English certificate and Part IV (Short Talks) was the most commonly reported weak TOEIC listening part (46%) — related