Taken from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/28/08/b8.pdf
Title: Gender Difference in CALL Programs for English as a Second Language Acquisition
Source: Online Submission, Paper presented at the Annual International Meeting of the Society for Information Technology & Teacher Education (SITE) (18th, San Antonio, TX, 2007)
Authors: Cheng-Chieh Lai, PhD Program Student in Educational Leadership-Prairie
View A&M University
Ming-Mu Kuo, Assistant Professor Department of Foreign Language Instruction-
Wenzao Ursuline College of Languages
The research article is generally about gender differences in teaching linguistic. Knowing the differences will lead to a clearer picture on how to design the curriculum, to find out teaching method, instructional strategy, and students’ learning processes. According to the introduction, females and males learn the appropriate behaviors and attitudes from the family and overall culture they grow up with, and so non-physical gender differences are a product of socialization (Eagly, 1989; Eagly& Karau, 2002). The aim is to determine the effects of gender differences on the application of CALL programs for Taiwan EFL students. Besides that, the researchers also want to find the learning barriers on the application of CALL programs for Taiwan EFL male and female students. The methodology of the research is using mixed-methods approaches which are quantitative and qualitative approaches. The researches distributed questionnaire entitled EFL & CALL Questionnaire after respondents did some activities including searching English learning materials from the Internet, using Microsoft Photostory3 software to produce an English video, and presenting a teaching lesson plan through Microsoft PowerPoint Producer. Ten of the respondents were interviewed on to identify the problems and barriers for students learning English with CALL programs based on their genders. The participants were 200 students (male=34, Female=166) taking EFL courses and CALL programs in Wenzao Ursuline College of Languages in Taiwan during the fall semester of 2006. Findings from the study indicated that although 94% students (N=188) acknowledge that learning English with CALL programs can increase the efficacy of English learning, more 57.2% female students (N=95) than 11.7% male students (N=4) felt that learning English with computer is difficult because it requires the basic computer knowledge.
In my opinion, this research is really interesting because gender issues are something to be considered when it comes to teaching. As a future teacher who wants to use technology as a part of teaching and learning process, this is something that I would think about when doing lesson plans and activities. However, the respondents of the research are not equal in numbers. Female are more than male. I think, it is better to get a group of respondents with the same figures. Then, the respondents are college students who take EFL courses and CALL programs in the College of Language. They are young adults who mentally prepared to learn using technology as they were given tasks to do a teaching lesson plan. So, it is assumed that in what way, they still have to force themselves to do the task. This is contrary to the situation in schools, where the subjects are teenagers who have short attention span and easily lost interest. But so far, the findings are somewhat true. From other researches also, it is found that female has low positive learning attitude and more learning anxiety in computer-based learning compared to male, even though they are interested to know about technology and agree that CALL helps in improving their English skill. Yes, female learns faster in SLA but male learns faster in computer based learning. It is like killing two bird with one stone. Thus, from the research, I agree that teachers should be more creative to plan activities to make sure all the students learn. All of the gender issues, different levels and other possibility factors should be take into consideration to give chance to all students. Malaysia is a developing country and we don’t want to be left behind in technology. So we should start with schools, empower the students’ knowledge on technology and computer skills as well as enhancing their language skills. I also agree that schools should purchase more CALL program software in order to increase students’ English learning practices and reduce the learning barriers. With this kind of researches, I think we have found a solution on how to increase students’ motivation towards learning language.
Title: Gender Difference in CALL Programs for English as a Second Language Acquisition
Source: Online Submission, Paper presented at the Annual International Meeting of the Society for Information Technology & Teacher Education (SITE) (18th, San Antonio, TX, 2007)
Authors: Cheng-Chieh Lai, PhD Program Student in Educational Leadership-Prairie
View A&M University
Ming-Mu Kuo, Assistant Professor Department of Foreign Language Instruction-
Wenzao Ursuline College of Languages
The research article is generally about gender differences in teaching linguistic. Knowing the differences will lead to a clearer picture on how to design the curriculum, to find out teaching method, instructional strategy, and students’ learning processes. According to the introduction, females and males learn the appropriate behaviors and attitudes from the family and overall culture they grow up with, and so non-physical gender differences are a product of socialization (Eagly, 1989; Eagly& Karau, 2002). The aim is to determine the effects of gender differences on the application of CALL programs for Taiwan EFL students. Besides that, the researchers also want to find the learning barriers on the application of CALL programs for Taiwan EFL male and female students. The methodology of the research is using mixed-methods approaches which are quantitative and qualitative approaches. The researches distributed questionnaire entitled EFL & CALL Questionnaire after respondents did some activities including searching English learning materials from the Internet, using Microsoft Photostory3 software to produce an English video, and presenting a teaching lesson plan through Microsoft PowerPoint Producer. Ten of the respondents were interviewed on to identify the problems and barriers for students learning English with CALL programs based on their genders. The participants were 200 students (male=34, Female=166) taking EFL courses and CALL programs in Wenzao Ursuline College of Languages in Taiwan during the fall semester of 2006. Findings from the study indicated that although 94% students (N=188) acknowledge that learning English with CALL programs can increase the efficacy of English learning, more 57.2% female students (N=95) than 11.7% male students (N=4) felt that learning English with computer is difficult because it requires the basic computer knowledge.
In my opinion, this research is really interesting because gender issues are something to be considered when it comes to teaching. As a future teacher who wants to use technology as a part of teaching and learning process, this is something that I would think about when doing lesson plans and activities. However, the respondents of the research are not equal in numbers. Female are more than male. I think, it is better to get a group of respondents with the same figures. Then, the respondents are college students who take EFL courses and CALL programs in the College of Language. They are young adults who mentally prepared to learn using technology as they were given tasks to do a teaching lesson plan. So, it is assumed that in what way, they still have to force themselves to do the task. This is contrary to the situation in schools, where the subjects are teenagers who have short attention span and easily lost interest. But so far, the findings are somewhat true. From other researches also, it is found that female has low positive learning attitude and more learning anxiety in computer-based learning compared to male, even though they are interested to know about technology and agree that CALL helps in improving their English skill. Yes, female learns faster in SLA but male learns faster in computer based learning. It is like killing two bird with one stone. Thus, from the research, I agree that teachers should be more creative to plan activities to make sure all the students learn. All of the gender issues, different levels and other possibility factors should be take into consideration to give chance to all students. Malaysia is a developing country and we don’t want to be left behind in technology. So we should start with schools, empower the students’ knowledge on technology and computer skills as well as enhancing their language skills. I also agree that schools should purchase more CALL program software in order to increase students’ English learning practices and reduce the learning barriers. With this kind of researches, I think we have found a solution on how to increase students’ motivation towards learning language.
6/10
ReplyDeleteis there any comments from u sir, regarding the article?
ReplyDelete