CALL Journal Summary

Photo taken from https://www.pexels.com/

Effects of Computer Assisted Language Learning (CALL) Approach on EFL Learners’ Descriptive Essay Writing: The Evaluation of Computer Grammar and Spelling Checker Software

Nikoo Mohammadi, Bahman Gorjian, Mohammad Alipour

Problem Statement

            Traditional teaching of writing has been used since the history of mankind begun. As human technology evolves, a new approach of teaching writing was introduced; using computer to assist in language learning. Hence, this paper aims at comparing and contrasting the efficiency of traditional teaching methods with computer assisted language learning in teaching writing to English as Foreign Language (EFL) learners.

Objective

            This study aims to identify the effects of spelling and grammar checker software on the quality of written essays, revision ability, editing, and also on the level of independency among the EFL learners. 

Research Question

1.       To what extent CALL word processing software does enhance EFL learner’s writing accuracy?
2.       To what extent pen and paper procedure does enhance EFL learner’s writing accuracy?
3.     To what extent is there any difference between computer word processor and pen and paper procedure in developing descriptive essay writing? 

Literature Review

Word processor is a clear example of computer software that guides the learners in constructing their descriptive essays. By using this software, learners will be able to write high quality essays professionally as it comes with few guidelines regarding grammar and spelling

Gorjian (2008) mentioned that teacher’s observation in correcting or giving feedback on the essays is as important as the computer software. It is still relevant and beneficial for the students even though the software comes with correction and suggestion for their writing.

Gorjian (2009) also studies the difference between students who acquire writing proficiency with or without the computer. Students from the experimental group received feedback on their essays through e-mail while the control group received it through the traditional pen and paper procedures. He finds out that the experimental group has a better performance than the control group in writing one-paragraph essays within 12 sessions.

Based on the combined data of 176 studies that were studied by Coley (1997), the advancement of technology has made writing easier, faster, and at the same time improves the quality of the learners’ essays. With technology, they have the opportunity to share their writings with other learners through the network.  

Methodology

1) Participants

            30 students were chosen from pre-intermediate EFL classes in Islamic Azad University in Ahvaz. The participants are between 19 to 29 years old. The participants were then randomly divided into three groups with one of the group serving as control group and the other two as the experimental groups.

 2) Instrumentation

•         A writing proficiency test (Simulated Proficiency Test) was used to aid the researcher to select a homogenous group.

•         A pre-test of descriptive essay were given to the participants to analyze their level of writing proficiency.

•         Five essay assignments of similar topics will be given to all three groups to analyze the role of computer grammar and spelling checker on the students’ writing in the span of five sessions of treatment.

•         A post-test were conducted on the subjects that requires them to write a paragraph essay in order to discover their spelling, grammar, vocabulary and organization errors.

3) Procedure

•         In the beginning of the research, a proficiency test was conducted to 110 pre-intermediate students in order to indicate the level of homogeneity of the participants.

•         90 homogenous students were selected as participants out of 110 students.

•         One control group and two experimental groups comprising of 30 students each were divided among the 90 homogenous students.

•         Five session were conducted which includes two teaching treatments:

•         Conventional teaching of writing essays (done to the control group).

•         Computer mediated teaching of writing essays via word processor (done to the control group and the first experimental group).

•         The post-test of writing achievement were conducted based on TOEFL in order to measure the effects of treatment on each group

•         An error analysis of subject’s written essays were done to analyze their performance. The criteria analyzed are as given:

•         The spelling is correct and consistent.

•         There is accurate and appropriate use of grammar and syntax.

•         There is accurate and appropriate use of vocabulary.

Findings

1. To what extent CALL word processing software does enhance EFL learner’s writing accuracy?

The mean score of experimental group performance on the post- test was much greater than the control group with 31.60 and 30.88 respectively. The statistical t- test comparing both groups showed that t-observed value was higher than t-critical value. Thus, it was proven CALL word processing software does enhance EFL learner’s writing accuracy because it helps learners to apply correct grammar and spelling. 

2. To what extent pen and paper procedure does enhance EFL learner’s writing accuracy?

Pen and paper procedure enhance EFL learner’s writing accuracy through error analysis of the written essay. Based on the pre- test result, mean score of control group was almost the same as the experimental group. It is showed that given criteria for analyzing written essay help learners to produce good essay writing.

3. To what extent is there any difference between computer word processor and pen and paper procedure in developing descriptive essay writing?

Computer word processor provide feedback in correcting written essays. It allows language learner to improvise quickly. But pen and paper procedure includes the teacher supervision that benefits learners as they can receive feedback correction based on specific criteria. 

Conclusion

The paper attempted to study to study the effects of computer assisted language learning (CALL) approach on EFL learners’ descriptive essay writing: the evaluation of computer grammar and spelling checker software. The language wrote essay using Microsoft Office 2010 where the process of checking were done automatically whereas the participants in the control group receive verbal instruction. Their essays were marked by the teachers. A look at the results could prove the fact that word processing software was a great asset to language learners and it could be used as a standby teacher to help language learners with their writing assignments (Nikoo Mohammadi, 2012). The participants have the opportunity to improve their writing skill by making use of the words suggest by the software. 

Implication

Technology will not devalue the role of the teachers in the educational settings but it will lead to the development of language learners in their writing skills (2012). Teachers are responsible to develop activities for students to share their learning process with others. They still have to monitor and guide the students for their assessment and presentation.