Graded Task 3: Mini Research Proposal

A Research Proposal: 
Computer-Assisted Language Learning Study

SITI NAZIRA BT ZAINAL 1019916
NURUL SAHIDATUL AMIRA 1010744
SAFIYYAH TALIB 1018758

NAME OF INSTRUCTOR: DR. ROZINA
COURSE CODE: ENGL 4740
COURSE SUBJECT: COMPUTER ASSISTED LANGUAGE STUDIES
SECTION: 2

Introduction

 This research is mainly about a study focusing on computer-assisted language learning (CALL) field. Different methods have been used to find out the role of computers in assisting language learners develop listening and speaking skills in their English as a second language (ESL) learning. Nowadays the computer is utilized as a tool that is both informational as well as educational. There have been studies that demonstrate computer programs being used in university language centers to support students in developing their language skills both for academic and general purposes (Gilmour, 2004). However, most of the research discusses listening and speaking separately. Hence, this study will bring the two skills together and see how computers are used in the ESL courses to develop students’ listening and speaking skills in the Centre for Languages and Pre-University Academic Development (CELPAD). Therefore, the research questions are:

1.      What kind of computer programs and computer-based task are provided by CELPAD for developing students’ listening and speaking skills?
2.      What are the perspectives of teachers and students in the CELPAD in using computer programs to develop listening and speaking skills?
3.      How do students develop their listening and speaking skills on computers for self study?
4.      What types of support do teachers provide for students when working on computer-based tasks?
5.      In what ways do students collaborate when completing tasks using computers for listening and speaking?


Literature Review

·         With the development of technology, many studies have been conducted to investigate the effect of the use of computers in language learning, and many findings and evidence provide positive evaluation in this field (Hegelheimer and Tower, 2004).
·         Listening and speaking skills are related to each other in language learning (Hedge, 2000).
·         With increasing variety of software and online programs in ESL field, there has recently emerged interest in the ways in which the computer can be used to support learners to improve listening and speaking skills in their ESL learning (Chen et al., 2004).

Research Design

This study explores the impact of using computers in university language centers for developing students’ listening and speaking skills in and out of class. It covers what kinds of computer-based tasks are used, how interactions between people emerge and what the perceptions of teachers and students are regarding using computer programs for listening and speaking.

Methodology
We adopted several data collections, such as interviews and observation to triangulate the findings. The combination of the two methods can achieve the goals of this study. 

Sampling
The samples will be non-randomly drawn from CELPAD. There will be about 20 students of CELPAD included in this study, who are required to fulfill the minimum language requirements in order to undertake credit bearing Kulliyyah courses in English and Arabic.

Framework for Analysis
The framework for analysis will be the listening and speaking skills of the participants before and after they fulfill the minimum language requirements.

Duration
The predicted duration of our research will be two years because students have a maximum of two years to complete their pre-university English courses at CELPAD before they can enroll for other courses.

Procedure
There will be three steps in the procedure of this research. The first stage will involve gathering data from CELPAD regarding students whose native language is not English and have not mastered the language. These students will be non-randomly picked.

The second step will be the interviewing of the participants. A very brief face-to-face interview will be conducted to reduce the cost of the research. There will be two interview sessions; the first is before the participants go through their pre-university English courses at CELPAD and the second is after the two year duration. The interviews will be practiced before the process and questions will be based on their personal and classroom experience regarding CALL. As this study involves listening and speaking skills, the interview will be recorded for reference. The participants will be informed of this and consent is necessary before we carry out this step.

The final step will be the observation of the classroom learning using the computer programs. The observation will focus on what and how the students use the computer and how the teachers assist them in improving their listening and speaking skills.

Then the analyses of the recordings will be transcribed for written evidence. Both recordings will be compared and analyzed thoroughly for differences in their listening and speaking skills. Data analyses will be further supported with the observation of their usage of the computer throughout the two year duration.

Expected Findings
By the end of this research, we expect to hear a large difference between the before and after interviews as they would have developed better listening and speaking skills. The observations of how teachers and students used CALL programs for listening and speaking in the computer room will further aid in supporting the findings. Therefore, the triangulation of the two kinds of data collection makes good and strong findings for this research. It is hoped that this study can enrich the research policy and practice in CALL field, particularly for supporting listening and speaking and drawing attention to all three aspects including learning, teachers’ support and learners’ collaboration as well as using a variety of research methods in CALL research.

Bibliography
Chen, J., Belkada, S. and Okamoto, T. 2004. “How a Web-based Course Facilities Acquisition of English for Academic Purposes”.Language Learning & Technology. vol.8, no.2, pp. 33-49.
Hedge, T. 2000. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Hegelheimer, V. and Tower, D. 2004. “Using CALL in the classroom: Analyzing student interactions in an authentic classroom”. System. vol. 32, no. 2, pp.185-205.
Gilmour, B. 2004. Summary Report of College English Pilot. Newcastle: University of Newcastle Upon Tyne.
Zou, B. (2008, October 25). Research design in a computer-assisted language learning (CALL) study. International Journal of Education and Development using ICT [Online], 4(3).