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ABSTRACT
TABLE OF CONTENTS
ABSTRACT ii
1.1 Introduction 1
1.2 Background of the Research 1
1.3 Statement of the Problem 1
1.4 Conceptual Framework 2
Purpose of the Research 3
1.5
1.5.1 Research Objectives 3
1.5.2 Research Questions 3
1.5.3 Research Hypotheses 4
1.6 Significance of the Research 4
1.7 Limitations of the Research 4
1.8 Definition of Terms 5
1.9 Summary 5
2.1 Introduction 6
2.2 Advantages of the Computers 6
2.2.1 The Computer 6
2.2.2 The Teacher 7
2.2.3 The Learner 8
2.3 Call in Reading and Vocabulary Learning 8
2.4 Call and Learning Motivation 9
2.5 Summary 9
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CHAPTER 3: RESEARCH METHODOLOGY
3.1 Introduction 10
3.2 Research Design 10
3.3 Population and Sample 11
3.4 Research Instruments 11
3.5 Procedure for Data Collection 12
3.6 Procedure for Data Analyses 12
3.7 Summary 13
REFERENCES 14
APPENDICES 16
CHAPTER 1
RESEARCH PROBLEM
1.1 Introduction
The teaching and learning of vocabulary is a rather neglected area within language
teaching. Scholars and educators are more interested in grammatical competence,
contrastive analysis, reading and writing. As for the vocabulary teaching, there are times
when words are taught in isolation and in this case, it is often become meaningless for the
learners as they face difficulties when using the language. This research investigates the
effectiveness of an innovative and sophisticated mode of instruction, CALL, to be used
an alternative teaching tool in presenting, reinforcing, applying and evaluating ideas and
rules in vocabulary learning. Besides that, it is used as a measurement to see how it can
minimize and improve existing problems such as motivation and attitude among language
learners.
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1.4 Conceptual Framework
CALL
Method
OUTCOMES
Performance
Preferred method
Feedback
Attitude & motivation
NON-
CALL
METHOD
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1.5 Purpose of the Research
The main purpose of this research is to determine the effectiveness of a CALL software,
namely, the GAP MASTER, in vocabulary learning. The research objectives, questions
and hypotheses are given in the following sections.
The following research questions are formulated in order to meet the research objectives:
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1.5.3 Research Hypotheses
Four hypotheses are constructed to answer the research questions. They are:
(a) The number vocabulary items learnt through the activities in CALL and NON-
CALL will be different.
(b) CALL and NON-CALL will be given equal preference in vocabulary teaching and
learning.
(c) The feedback system in CALL will contribute more to the development of
vocabulary acquisition as compared to the feedback system of the NON-CALL.
(d) CALL activities can retain student's attention longer and create more motivation
toward learning a language as compared to the NON-CALL.
Vocabulary learning requires a very complex task. It has not been given enough attention
and emphasis to make the subject area the main focus in language learning. This research
hopefully will assist teachers to seek ways in reducing the problem of learning English
lexis among students and propose other alternative in teaching by using CALL. Besides
that, it will hopefully contribute to the lack of research in this area. This study would also
provide significant insight in explaining the promising role of CALL in language
teaching and learning in the context of Malaysian classroom.
Some problems might arise when the research is conducted. They are:
(a) The experimental group, which will be selected randomly, may include those
students who are computer illiterate. This might affect their vocabulary learning
using computers.
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(b) Due to the lack of computer facilities, more learning sessions will be carried out
in order to complete the experiment. Since the conditions of each learning session
may differ, this may affect the learning outcomes.
The definition of some important terms used in this study is given below:
1.9 Summary
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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
This chapter presents the related literature and research in the use of computers in
language teaching and learning. It addresses the advantages of using computers in
teaching and learning, the use of CALL in reading and vocabulary learning and its
contributions to learning motivation.
Over the last two decades, the technological revolution has created a number of new
information technologies which include television, video-recording devices, laser disc
and microcomputers. Of these, microcomputers are the dominant technology in education
today. In fact, computers have come to be used in classrooms in many different ways.
There are two uses of this medium; as a supplementary material to the regular classroom
and as a substitute for other modes of instruction.
With regards to the computer, its capability of managing a wide range of activities and
more powerful than any other technological aids, makes it a good impression in
educational setting. According to some researchers, the forms of well-constructed
activities provide learners with a rich and stimulating environment in second language
learning (Hudson, 1984; Wyatt, 1986). Besides that, one of the strongest points that can
be drawn upon the computer is its capacity to control presentation. In this case, "it can
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present fragments which add up to the whole...combine visual or graphic information
with text...[and] highlight features of the text using color and movement" (Cook, 1985:
22). In the instructional role, the computer presents materials and conduct practices and
activities authoritatively. It teaches students in a highly pre-planned manner and in this
way, they only have to follow the directions and work at producing the anticipated
language forms and functions.
From the perspective of social learning theory, Cook (1985), reiterates that
students discovery of the correct responses allows "the development of internal learner
control, by developing within the learner the self-efficacy judgment of 'can do'" (p:160).
In relation to the computer, it is capable of guiding students to discover appropriate
responses in a variety of ways. It may either locate or highlight the errors or correct
portions of the students' responses. However, such guidance may not suffice, if students
still do not know how to proceed further with the exercise. At this point, hints should be
provided to assist learners to make appropriate responses. The advantage of the computer
lies in the hints provided, where no other mediums of instruction will be able to present
such an effective “help”.
From the point of view of the teacher, there are several aspects worth mentioning about
the advantages of the computer. Its versatility in handling different kinds of materials is
very promising, whereby we can see its capability in managing not only a one-way
presentation of information in the form of text, graphics, audio and video; but also
questions and answer routines, simulated dialogues, hypothesis testing and many other
types of exercises (Wyatt, 1986). Besides that, the computer can record results, errors,
success rates and much more information for the teacher to view at a later date. Thus, it
benefits the teacher as the result of the information and the reactions gained from the
students enable the teacher to revise and refine the materials at any stage.
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2.2.3 The Learner
In relation to the learner, the computer can be a powerful motivating force for productive
learning. It is capable of creating learning environments in which the learner can interact.
Here, the opportunities for learning are enhanced whereby the learners are presented with
an environment which is continually modified by their actions. This is justified by the
fact that it offers a powerful self-access facility (Philips, 1986). In this case, it can
generate learner-centered, self-pacing activity. This is where the computer can be paced
to the individual learner. Hence, students can work at their own pace and they can take
the time they need to read and review instructions and other materials. He added that,
more importantly, the computer offers choice, whereby "programs can be called up by the
student at will, they can be sensitive to level of proficiency and in the future, self-
adjusting in real time in response to what they 'learn' about the student" (p:7). In other
words, this form of personalized instruction makes the learning session be more
concentrated than normal class sessions. Thus, the student has the exclusive attention of
the computer.
According to Wyatt (1986: 46), "reading/vocabulary is one of the areas of the curriculum
where computer assisted language learning holds the greatest promise". With regards to
language learning, reading by its nature is a highly individual and idiosyncratic process.
In this case, we can see that most of the reading class demands a more individualized and
student-centered approach. This is due to the fact that, though the proficiency level of the
students are quite similar, reading speed and comprehension abilities tend to vary quite
widely. Thus, it is necessary for the teacher to choose an average speed of presentation in
the class activities. This can be achieved through the use of computerized presentation. In
this way, a wide range of traditional and innovative activities can be provided in the area
of reading skills and vocabulary learning.
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2.4 CALL and Learning Motivation
With regards to CALL and learning motivation, there was a research conducted by
Robinson, Underwood, Rivers, Hernandez, Rudesill and Ensinat (1985) on high school
students studying first year Spanish in Oakland, California. They participated exclusively
in CALL activities each day during the two week of field study. An inventory on pre-
research and post-research attitudes of students toward CALL revealed that CALL
activities challenged and encouraged students to develop their own learning strategies.
Besides that, they could proceed at their own pace and they commented that the computer
was a very “forgiving” and “patient” tutor (Robinson, 1991).
2.5 Summary
In summation, most of the past research revealed that CALL holds a great promise in
educational setting. This is mainly due to its advantages and its motivational features that
can sustain student involvement in a particular computer learning activity. In this case, it
is usually found that most students consider computers an attractive gadget due to its
interactive, precise and consistent nature.
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CHAPTER 3
RESEARCH METHODOLOGY
3.1 Introduction
The present research attempts to investigate the effectiveness of CALL, an innovative and
sophisticated mode of instruction. This chapter outlines the methodology employed in the
research which includes the research design, population and sample, research
instruments, procedure for data collection and the procedure for data analyses.
In this experimental research, the researcher first will observe an on-going English
language teaching session in the classroom. After completing the classroom observation,
a set of questionnaire will be given to all the students involved in the research. Its main
purpose of the questionnaire is to obtain students' background information and their
learning processes which take place in language classroom. Later, the researcher will
administer the pre-test to both the control and the experimental groups. The main purpose
for its administration is to check for students' word knowledge. Then, both groups will
carry out the activities prepared by the researcher. After accomplishing the task, a post-
test will be given to both groups to determine their progress. Next, the questionnaire
forms will be distributed to the students in the experimental group to obtain information
regarding the effectiveness of CALL.
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3.3 Population and Sample
The subjects of this research will be drawn from Form One classes of Klang Convent
Secondary School. As for the experimental group, students will be randomly chosen from
the two classrooms consisting of high and low achievers. The ability levels of the learners
and the type of school chosen are simply to fulfill the requirements of the research, that
is, to see the effectiveness of using CALL in Form One classroom. The reason why these
learners are selected in such a way is simply because they are seen as those who needed
help in learning the language, specifically vocabulary. For the low achievers, they need to
be exposed to the new techniques that will hopefully facilitate their learning. The high
achievers are included in the research for the purpose of observing the effects of the
CALL method on them.
The next instrument to be used in the research is the test. There are two tests
designed, namely, the pre-test and the post-test. The aim of the pre-test is to determine
students' word knowledge in relation to the lesson designed for this research. Later, an
experiment will be conducted whereby CALL will be used for the experimental group.
Here, the purpose is to determine students' reactions toward CALL. In the CALL activity,
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a special program will be used, namely, the GAP MASTER. The GAP MASTER can run
on IBM-P/S2 and IBM family of personal computers. The next instrument to be
employed in the data collection is observation. The purpose is to observe the students'
attitudes and behaviors toward the approach used.
There are three types of questionnaire to be used in the research. The first set will
be given a day before the actual research is carried out (sample items are given in
Appendix 1). The second set of questionnaire deals with the learning processes that take
place in their language classroom (sample items are given in Appendix 2). The third set
of questionnaire will be distributed to the CALL students, after they have gone through
the experiment (sample items are given in Appendix 3).
The pre-test contains 3O words and their meaning (sample items are given in
Appendix 4). This test will take 30 minutes and will be administered in the two classes on
the same day. After the experiment, a post-test will be given to the students both in the
control and experimental groups. Here, they will be given 30 minutes to answer the 30
multiple choice questions (sample items are given in Appendix 5). Finally, after
completing the post-test, the researcher will proceed with personal interviews with the
CALL students.
The researcher needs five sets of information that will be used for writing the final report
of the research. The first set of information is required to describe the profile of
respondents and the other four sets are required to answer the four research questions.
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First, the researcher will make sure that all students answer all items in the questionnaire
forms and in the tests and that the data from interviews and observations are well
recorded. The procedure for data analyses is explained in the following section:
(a) Frequencies and percentages will be used to describe the profile of respondents.
(b) Means and standard deviations will be used to describe the performance of
respondents (Research Question 1).
(c) Frequencies and percentages will be used to determine respondents’ preference of
the method for teaching and learning of vocabulary (Research Question 2).
(d) Frequencies and percentages will be used to determine the extent the feedback
system in CALL can contribute to the successful development of vocabulary
learning (Research Question 3).
(e) Frequencies and percentages will be used to determine the extent the CALL
method can solve attitude and motivation problems in learning vocabulary
(Research Question 4).
3.7 Summary
This chapter explains the methodology used in the present research which include the
research design, population and sample, research instruments and the procedure for data
collection and analyses. It is hoped that the data obtained would allow the researcher to
examine the effectiveness of the CALL method, which the researcher considers it as an
innovative form of language learning.
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REFERENCES
Allesi, S.M. and Stanley, R T. (1991). Computer Based Instruction: Methods and
Development. New Jersey: Prentice Hall.
Cook, .J. (1985). Bridging the Gap between Computers and Language Learning.
London: Longman.
Fox, J. (1982). Computer- Assisted Learning and Language Teachers. British Journal of
Language Teaching. 20:2
Hertz, R.M. (1987). Computers in Language Learning. London: Hazell, Watson and
Viney Ltd.
Jones, C. and Fortescue, S. (1987). Using Computers in Language Classroom. New York:
Longman.
Kemp, J.E. and Smellie, D.C. (1989). Planning. Producing and Using Instructional
Media. New York: Harper & Row Inc.
Kibby, M.R. and Mayes, J.T. (1988). Computers and Education. An International
Journal. 12/1
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Lieberman, D.A. and Krendal, KA. (1988). Computers and Learning: A Review of
Recent Research. Journal of Educational Computing Research 4/4
Nor Hanim binti Hamdan. The Application of 'CALL' Software in Teaching Vocabulary
at Form One Level. Unpublished Honours thesis of the National University of
Malaysia.
Philips, M. (1986). CALL in Educational Context. In Leech, G. and Candlin, C.N. (eds)
(1986). Computers in English Language Teaching and Research. London:
Longman.
Robinson, G.R. (1991). CALL and Testing Research. Issues and Practice. New York:
Harper Collins Ltd.
Watson, D. (1987). Developing CALL: Computers in the Curriculum. London: Butler and
Tanner Ltd.
Wilson, G.H. (1978). Curriculum Development and Syllabus Design for English
Teaching. Singapore: Singapore University.
Windeatt, S. (1986). Observing CALL in Action. In Leech, G. and Candlin, C.N (eds)
(1986). Computers in English Language Teaching and Research. London:
Longman.
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Wyatt, D.H. (1986). Computers and ESL. New York: Prentice Hall.
APPENDIX 1
QUESTIONNAIRE 1
This set of questionnaire is distributed in order to obtain information regarding
students' background. Your full cooperation is needed to answer the questions
designed. Please write all the information required in the blank spaces and circle
your choices in the options provided.
SUBJECT'S PROFILE
Name :………………………………………………………………
Form :………………………………………………………………
Gender :………………………………………………………………
Race :………………………………………………………………
Age :………………………………………………………………
PMR English Result:………………………………………………
Semester One English Result: ……………………………………
English Examination Result :……………………………………
Father's occupation:………………………………………………..
Mother's occupation:………………………………………………
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C. Your friends
D. Yourself
THANK YOU!
APPENDIX 2
QUESTIONNAIRE 2
This set of Questionnaire is distributed in order to obtain information regarding
vocabulary learning that takes place in your English class. Your full cooperation is
needed in answering all the questions designed. Please write all the information
needed in the blank spaces and circle your choices in the options provided.
VOCABULARY LEARNING
6. Are you motivated and interested to learn new words in your English
class?
A. Yes
B. No
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THANK YOU!
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APPENDIX 3
QUESTIONNAIRE 3
3. Is the use of CALL the same as the lesson that you receive in your English class?
A. Yes
B. No
4. Does the feedback system in CALL help to remember certain words better?
A. Yes
B. No
…………………………………………………………………………………………………
………………………………………………………………………………………………..
THANK YOU!!
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APPENDIX 4
PRE-TEST
Match the words in Column A with their correct meaning in Column B.
A B
1. confine to do what one has tried to do or wanted
2. inspire to encourage someone by filling them with confidence
3. courage to keep within limits
4. succeed a quality of being a person who is caring about the feelings of
others
5. kindness the quality that makes a person able to control fear in the face of
danger
6. serious the performing of medical operations usually including the cutting
open of the skin
7. important to cause someone or oneself to become connected or concerned
8. difficult matters a lot; having or likely to have great effect, value or
influence
9. surgery as if thinking deeply about important or worrying matters
10. involve not easy, hard to do deal or deal with
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APPENDIX 5
POST-TEST
Circle the correct answer for each question
5. The doctor emerged from the patient's room with a _________ look in his face.
A. indiscipline B. rapid
C. serious D. succeed
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