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Research

College Level Students

This article reviews the literature on computer uses in second language and foreign language learning from 1990 to 2000 inclusive.

Journal of Research on Technology in Education

In reading and writing and on overall achievement tests, students with technology-enhanced language learning out- performed those who were in a traditional learning environment.

 Student response:

·         Students enjoyed learning with computers. They found lab environment more relaxed than learning in traditional classrooms.

·         Increased student participation, especially from those traditionally marginalized, including women and shy students

·         Computer activities lead to increased collaborative interaction among participants

·         Students’ response showed excitement; overall improvement in language skills

·         The use of e-mail encouraged greater communicative use of the second language.

·         Students still need teacher s feedback and support

·         Positive attitudes of students; significant gains in writing, but no significant differences in oral discussions

·         More equal participation in the electronic discussion

Performance

·         Gains in learning in multimedia environment were reported

·         Online students outperformed students who were enrolled in traditional classroom-based sections

·         No significant difference between the two was found Chang & Smith (1991)

·         Greater amount of language production and language functions and higher level of accuracy in discourse of e-mail

·         Significant advantages of using e-mail over the paper-and-pencil dialogue journal in terms of quantity of language, but no advantages in lexical and grammatical accuracy.

·         Computer-assisted reading is more effective in improving students’ second language learning than conventional reading methods.

·         Improved long-term vocabulary retention

·         Computer users outperformed students in other ESL classes

·         Dramatic improvement in writing

·         Positive results and improved learning

·         Participants preferred interacting with real people in real situations. They needed feedback.

·         Great enthusiasm and increased learning

Miscellaneous Issues with Technology

·         Speech recognition software is not feasible for foreign language students, because it recognizes only a low percentage of nonnative speaker utterances

·         Students with different learning styles used different learning strategies and hypermedia can accommodate students’ needs through its rich environments

·         Achievement scores increased significantly from pre-to post treatment, across all learning style groups. Computer anxiety was reduced and attitudes increased significantly

·         Computer-based grammar instruction was reported to be effective and in some cases more effective than teacher instruction

·         Freedom to work at the computer did not lead to gains in language learning

Research on Family Literacy

Caskey studied the differences in student and adult learning when parents and students were taught to use the Internet together and separately. Students seemed to learn the same in both treatments, but parents seemed more comfortable with their and their children's Internet use when they learned alongside their children.

What Teachers believe:

• Support thinking processes

• Stimulate motivation and self-esteem

• Promote equity

• Prepare students for the future

• Support changes in school structure

• Explore technology capabilities

Summative Research Report

Computers have been shown to be effective teaching and learning tools. In over a dozen summaries of the research on computer-assisted instruction (CAI), involving hundreds of studies with students of all ages, the following has been found (Kulik, 1994, p. 11).

·         Students usually learn more when they receive computer-assisted instruction.

·         Computer-assisted instruction is more efficient (reducing instructional time from one-quarter to one-third).

·         The most effective type of computer-assisted instruction for elementary and high school students is computer tutoring, where the computer presents material to the student, evaluates the student's response, uses this information to determine what to present next, and keeps track of student progress.

·         Students like their classes more when they receive computer-assisted instruction.

·         Students like computers more when they receive computer-assisted instruction.

·         However, students do not like the subject matter in their courses more when they receive computer-assisted instruction.

Results from a summary of the research focusing on adult learners are also positive. Computer-assisted instruction is effective with adults in non-traditional (non-school) settings such as adult basic education programs and job training programs. It is more effective than comparable non-computer-based instruction and is also more efficient. Computer-assisted instruction can be 30% faster than non-computer-based instruction (Kulik, Kulik, & Shwalb 1986).

From an Instructor:

http://www.aelweb.vcu.edu/Tina_Spradling.pdf

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