The Effect of Computer-Assisted Language Learning on Reading Comprehension in an Iranian EFL Context

Autor/inn/en	Saeidi, Mahnaz; Yusefi, Mahsa
Titel	The Effect of Computer-Assisted Language Learning on Reading Comprehension in an Iranian EFL Context
Quelle	(2012), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Computer Assisted Instruction; Reading Comprehension; English (Second Language); Hypothesis Testing; Females; Control Groups; Experimental Groups; Language Tests; Language Proficiency; Courseware; Pretests Posttests; Teaching Methods; Intermode Differences; Instructional Effectiveness; Multimedia Materials; Multimedia Instruction; Quasiexperimental Design; Iran + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Hypothesenprüfung; Hypothesentest; Weibliches Geschlecht; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Lernsoftware; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Multimediales Lernen
Abstract	This study is an attempt to examine the effect of computer-assisted language learning (CALL) on reading comprehension in an Iranian English as a foreign language (EFL) context. It was hypothesized that CALL has an effect on reading comprehension. Forty female learners of English at intermediate level after administering a proficiency test were randomly selected as the participants of this study and assigned into two groups of experimental and control. The experimental group received treatment using three types of software. The control group had the same materials as on the printed texts. T-test was employed to compare students' reading comprehension post-tests. The results of t-test supported our research hypothesis that there is a significant difference between experimental and control groups in terms of reading comprehension. The findings of this study carry important implications for foreign language syllabus designers, curriculum planners, and language instructors. [For the complete volume, see ED574893.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01