Computer Assisted Language Learning (CALL)

In this study, the researcher has advocated the importance of human intelligence in language learning since software or any Learning Management System (LMS) cannot be programmed to understand the human context as well as all the linguistic structures contextually. This study examined the extent to which language learning is perilous to machine learning and its programs such as Artificial Intelligence (AI), Pattern Recognition, and Image Analysis used in much assistive learning techniques such as voice detection, face detection and recognition, personalized assistants, besides language learning programs. The researcher argues that language learning is closely associated with human intelligence, human neural networks and no computers or software can claim to replace or replicate those functions of human brain. This study thus posed a challenge to natural language processing (NLP) techniques that claimed having taught a computer how to understand the way humans learn, to understand text without any clue or calculation, to realize the ambiguity in human languages in terms of the juxtaposition between the context and the meaning, and also to automate the language learning process between computers and humans. The study cites evidence of deficiencies in such machine learning software and gadgets to prove that in spite of all technological advancements there remain areas of human brain and human intelligence where a computer or its software cannot enter. These deficiencies highlight the limitations of AI and super intelligence systems of machines to prove that human intelligence would always remain superior.

Following the actual trends in European education, " Babeş-Bolyai " University offers to the foreign students the possibility to study and/or improve their skills in Romanian. Our objective in this paper is to present how Clipflair, a cloud-based platform for Romanian as foreign language (RLS) learning can be a fun and interactive tool for the students interested in this language. We will focus on the Romanian as foreign language module of Clipflair platform and will illustrate the way Clipflair facilitates the access of the students to attractive learning contents and makes language learning a more enriching experience.

Keywords: Romanian as foreign language, Clipflair, blended learning, computer assisted learning, virtual platform for language learning. Cuvinte-cheie: Limba română ca limbă străină, RLS, Clipflair, predarea limbilor străine asistată de calculator, platformă virtuală pentru învăţarea limbilor străine.

Language teachers in India often feel  the computer lab is beyond the purview of the language classrooms. The computer lab is looked at as “another” space—a space to teach digital literacy skills, computer programs and even computer languages, but not the languages we speak. On the contrary, computer labs hold the promise of rich language learning experiences for students when teachers identify and use technology resources that allow students to be active agents of learning. This paper explores how technology can be used to create active and meaningful language learning experiences for students.

The proliferation of online simulation games across the globe in many different languages offers Computer Assisted Language Learning (CALL) researchers an opportunity to examine how language learning occurs in such virtual environments. While there has recently been an increase in the number of exploratory studies involving learning experiences of predominantly English as a Second or Foreign Language (ESL/EFL) participants in these environments, the context of a Japanese as a Foreign Language (JFL) classrooms has rarely been examined. To address this, this study investigates a Second Language Acquisition-theory driven instantiation of CALL within the context of a JFL classroom.  Through a mixed-method case study approach, participants’ natural acquisition of Japanese in a 3D virtual environment was examined. Data detailing participants’ communicative capacities in several modalities were collected, as were their attitudes toward participation in a massively multiplayer online (MMO)-based virtual world of Tokyo.

In the present study, eight sources of data from eleven university-level JFL students (n=11) were collected and analyzed to evaluate the learning outcomes from an integrative CALL framework (Warschauer, 2004; Yamazaki, 2014).  Based on both interpretative and statistical analyses of data, the major finding of the present study was that the participants, when immersed in the 3D virtual world of Tokyo, acquired contextualized communicative competence. More specifically, quantitative analyses revealed statistically significant improvement in the participants’ acquisition of incidentally encountered vocabulary, in particular, kanji pronunciation and vocabulary interpretation. Qualitative analyses revealed participants’ acquisition of various communicative competencies specific to the context, including persuasive talk, concept of audience, collaborative communication, and colloquial expressions. Data from a post-hoc reflection survey provided strong evidence that most students found the course to be effective, as it made them use Japanese more than in a regular class, and thereby developed more necessary communicative skills to function in Japan.

The present paper presents the results of a study which examined fluctuations in the levels of foreign language anxiety (FLA) in the virtual world Second Life (SL) and factors accounting for such changes as reported by a female student of English philology. The student participated in 14 sessions over the period of one semester. Using data gathered by means of a set of collection instruments, the study found that the participant’s FLA was subject to some changes both during her visits to SL and from one session to the next. These ups and downs in FLA levels were affected by a host of negative (e.g. conversations with strangers, the lack of sufficient language, negative experience) and positive (e.g. conversations with familiar interlocutors, interesting topics, language progress) factors.

This article takes a closer look at the notion of “anywhere anytime” learning as viewed
through the lens of Ecological Constructivism, the paradigm put forth to explain contextembedded
processes of learning (Palalas 2012), and instantiated here by mobile-assisted
language learning (MALL). Starting with the theoretical framework of MALL and presentation
of Ecological Constructivism, the discussion delves into the concept of the flexibility of mlearning
and its constraints. A MALL Task Typology is proposed to outline the basic variants of the timeplace-grouping
interdependencies and highlight their significance in mlearning design and
practice. MALL tasks and activities that exemplify the time-place-grouping options are offered
along with practical guidelines pertaining to the design of MALL applications.

This activity uses Japanese stories provided by the Japanese Ministry of Foreign Affairs’ website, Kids Web Japan <http://web-japan.org/kidsweb/folk/>, to support students in telling Japanese stories in English. The website provides 19 well-known children’s stories with numerous pictures throughout each. Students are able to infer the meaning of new English vocabulary and expressions from these illustrated versions of tales. The lesson is designed as an exercise in memory and recall of key events, and it challenges students to describe various stories in exciting ways.

One of important area in language learning is vocabulary learning whose importance has always emphasized by English teachers. This study is a study of the effect of using Internet in learning English vocabularies by using Livemocha website on Iranian EFL learners in high school. In this research I use experimental method.  10 freshman high school students participate in the experiment. They are 16 years old girls and in elementary level. They don’t have any English class experience in institute. They are all volunteered to the study. The test items designed according to junior high school English book.
      In this study I used correlation. First, for the first research question I used matched T-test and I conducted a pre-test and a post- test. Next for the second research question I used Pearson correlation and compute the correlation between the score of the students from the site and the post-test. The analysis of the result show that learning English vocabularies was affected by using the website and they can learn better.

University students in Vietnam do not have enough time to practise their listening inside the classroom. Outside the classroom, they do not have chance to practice it. To supplement time constraint in the classroom, extensive listening was employed to assist students to develop their listening skills. The study aims to investigate whether extensive listening ameliorates students’ listening proficiency. Two groups of students from two intact classes: the control group (n = 32) and the experimental group (n = 32) were selected. Before the semester started, all students sat for the pre-listening test.  After that, students in the experimental group were advised to listen to fifteen suggested sound files with one file for each week. They were also instructed some listening strategies to self-practise at home while students in the control group did not do any listening tasks at home. After 15 weeks, students in both groups took the post-listening test. The post-interview was conducted to...

Do you know the following technical terms and acronyms related to the use of the Internet? Please find out what they mean and stand for. You can use the following online glossaries or dictionaries to help you.
 Glossary of Internet Terms by Walt Howe
 Glossary of Internet Terms by Matisse Enzer
 Glossary of Internet & Web Jargon by UC Berkeley
 Webopedia: Computer and Internet technology definitions
 Computer Dictionary - Technology, Network & Internet Terms  

Chatbots or artificially intelligent conversational tools are the automatically new tools designed to interact humans and computers. The tool of chatbot system is very effective in marketing and launching new products. Using chatbot as a tool of learning with logical sequences of cognition has attracted a lot of attention from many foreign language centers, such as VUS, ILA, etc. This research is conducted to apply AI chatbot for helping students to learn a specific knowledge of a foreign language. The research also discusses students' interests and engagements, and performances in two ways of learning: with and without the help of AI chatbot via the case of teaching some English prepositions. 200 students were selected and divided into experimental and control groups (100 students for each respectively). The purpose of this empirical experiment is to test whether or not the AI chatbot is effective and useful for enhancing students' performance and engagement in learning a specific point of a foreign language. With the preliminary results, the students benefit a lot from a new learning experience with the use AI chatbot in teaching. Most of them perceived AI chatbot tools as an essential part of their learning process. The AI chatbot also generates excitement and fun for their learning. The research may open up a field for language teachers to explore and apply for their teaching in the digital era.

CNN Student News, Vol. 2 is the second in a three-part textbook series and is based on CNN Student News, a 10-minute, commercial-free, daily TV news program that presents current events and issues in a simplified format, targeting middle and high school students. Each of the textbook’s 15 stand-alone, six-page units features a two-minute news story which has been previously broadcast and chosen by the authors to be of interest to young adult Japanese learners of English. I can wholeheartedly recommend CNN Student News, Vol. 2 as either a core or supplementary textbook.

Nowadays multimedia refers to computer-based materials designed to be used on a computer that can display and print text and high-quality graphics, play pre-recorded audio and video material, and create new audio and video recordings." (Davies 2004).

Currently, we are in the process of editing a forthcoming publication entitled “Cross-Cultural Perspectives on Technology-Enhanced Language Learning”, to be published by IGI Global, an international publisher of progressive academic research. We would like to take this opportunity to cordially invite you to submit your work for consideration in this publication.

Please visit http://www.igi-global.com/publish/call-for-papers/call-details/2687 for more details regarding this publication and to submit your work. You can also find detailed manuscript formatting and submission guidelines at http://www.igi-global.com/publish/contributor-resources/before-you-write/. If you have any questions or concerns, please do not hesitate to contact us. Thank you very much for your consideration of this invitation, and we hope to hear from you by April 30, 2017!

Kindly find the attached file for further information.
(If you find this CFP an interesting one, please circulate among your colleagues and students!)

Best wishes,
Dara Tafazoli, University of Córdoba, Spain
Mª Elena Gómez Parra, University of Córdoba, Spain
Cristina A. Huertas Abril, University of Córdoba, Spain
Editors
Cross-Cultural Perspectives on Technology-Enhanced Language Learning

This study concerns with the major objective of foreign language teaching: vocabulary acquisition. The modern trends of teaching and the vast advance of technology enable teachers to use online and mobile applications in a very wide range. The real effect of using such a method need to be measured. Accordingly, this experimental-design study investigated the effect of Quizlet, a rapidly growing application with an online and mobile phone version, on vocabulary acquisition. Two groups of low-level EFL learners at Prince Sattam Bin Abdulaziz University in Saudi Arabia (N = 42) participated in the study. Each group underwent a pretest and a posttest to assess their acquisition of the assigned vocabulary lessons that were extracted from their syllabus. After using Quizlet for vocabulary learning for a month, the experimental group participants show a significant improvement in vocabulary posttest. Accordingly, the study acknowledges and recommends using the application at university level.

Dear Colleagues,

I hope this post finds you well! Currently, a team of English language educators (Hayo Reinders, Dara Tafazoli, Andrew Littlejohn & Christine Coombe ) are in the process of editing a forthcoming publication entitled “Innovation in Language Learning & Teaching: The Case of the Middle East & North Africa”, to be published by Palgrave MacMillan, an international publisher of progressive academic research. We have some fabulous authors committed to this project buy have a number of chapters open for contribution. I would like to take this opportunity to cordially invite you to submit your work for consideration in this publication.

Please visit Call for Paper for more details regarding this publication and to submit your work. If you have any questions or concerns, please do not hesitate to contact me at [email protected]. Thank you very much for your consideration of this invitation, and I hope to hear from you by February 28, 2017!

Best wishes,
Dara Tafazoli

On behalf of the editorial board
Hayo Reinders (Anaheim University, USA)
Dara Tafazoli (University of Cordoba, Spain)
Andrew Littlejohn (Lancaster University, UK)
Christine Coombe (Dubai Men’s College, UAE)

Technology now has become a part of human life. In education, technology is as a medium to support learning, especially learning English. One of these media is VOA Leaning English app. This media is believed to be able to improve students' listening skills in English. Students are advised to continue to listen consistently to VOA Learning English app to improve their English language skills. Therefore, this paper aims to determine whether the habit of using the VOA Learning English app can improve student competency in English Listening. In this case, the VOA Learning English App will be used by English teachers in teaching Listening skills to the students. As a result, the use of the VOA Learning English App has an important role and provides many advantages for practicing listening skills in order to achieve Computer Assisted Language Learning (CALL) which is very important for English teachers to convey to their students. Thus, the implication of this paper is that the habit of using VOA Learning English App continuously can influence the skills of students in English, especially in Listening.

Due to the rapid development of gaming technologies in recent years, there has been a surge of interest in the role that digital games can play in foreign and second language learning. Bringing together innovative research from an international team of contributors, this book provides a comprehensive overview of the use of digital games in computer-assisted language learning (CALL).

The book firstly lays the theoretical foundations and outlines various rationales for using digital games, incorporating contemporary theories of second language acquisition. It also explores the development and impact of digital games designed specifically for language learning, giving due consideration to design principles, pedagogical requirements and student health. Chapters then draw on case studies from Europe and Japan to analyse in-game interaction, attitudes and participation in both institutional and out-of-classroom settings.

Seamlessly combining theory with practical application, this book outlines recent developments in the field and the direction of future research, and is a valuable resource for instructors, researchers and practitioners who are designing games or looking to use them in their classrooms.

Three online tools that students often use to assist them with their language needs are online translators, online dictionaries, and search engines. An experimental study was conducted with 310 participants taking Spanish or French to investigate both the amount of usage of these three resources among third- and fourth-semester university students, and student attitudes related to online dictionaries and translators. The results show that nearly nine out of ten students (87.7%) say they use online dictionaries for graded work at least sometimes. Surprisingly, the exact same percentage (87.7%) report online translator use despite the fact that online translators are prohibited at the institution where the study was conducted. Search engine use was lower, but still represents just over three out of four students. Similar but smaller percentages were found for all three tools on non-graded language practice. Participants held almost exclusively positive views of online dictionaries (93.9%), whereas opinions on online translators were mixed, but still mostly positive (75.6%). This study highlights the prevalence with which these online tools are used as well as a variety of student opinions. The results are discussed, suggestions for further research are given, and implications for teaching are provided.

English is one of the most widely spoken and recognizable languages. It has become a part of the cultural and social upbringing of many communities. The use of E-learning techniques has become a new platform for learning different English Language skills such as reading, listening, writing, and speaking. These skills are the most important factors which lead to a better understanding of English language, vocabulary build up and accent reduction which in-turn effects the language of a person. Various E-learning techniques like online or offline dictionary software, Internet-based materials, and websites, YouTube and Podcast have played a crucial role in improving and learning English Language skills of non-native learners. This paper deals with the incorporation of these techniques for the effective use in acquiring, enhancing, and improving these main English language skills.

~ 29 ~ (after 30 hours of training). The subjects were presented with a printed list of 3-4word-long phrases (extracted from longer sentences) and listened to the recording twice. They were expected to write what tone they heard, next to each phrase. The e l h ha in alm all ca e , he d a ici an abili ecognize intonation patterns improved markedly.

The widespread use of learner-centered, tailor-made English for Academic Purposes (EAP) courses that encourage students to be as independent in their quest of learning the target language areas as possible have become a norm in the modern institutions of higher education across the globe. Moreover, they have also increased the importance as well as the workload of EAP educators in and outside learning settings whose main responsibilities are to act not only as an instructor, mentor, guide and collaborator in learning with their students but sometimes also as a course designer that requires them to be more informed, prepared, innovative and creative in the design of EAP courses that fully meet the changing needs and requirements of their students. The instructors of English for Academic Purposes (EAP) play a instrumental part in the can positively intervene into the learning progress and play an important role in learner acquisition of EAP skills. They can analyze students' needs and decide what to teach based on these needs. They can develop a coherent course and sequence of learning, decide on appropriate tasks and teaching methods and in so doing, diminish students' constraints and difficulties in L2 acquisition of EAP. Therefore, the article focuses on designing a model EAP course, particularly an EAP writing course, and demonstrates such an intervention for the effective development of students' formal writing skills. Moreover, the author attempts to show how to successfully present information to students in order to achieve their study goals

This study sought to understand the English Language Institute (ELI) of Jubail Industrial
College (JIC) students’ perceptions of the use of blogs as additional out-of-class ESL writing
activities. It also sought to delineate the ELI students’ perceptions of the advantages and
drawbacks of using blogs in ESL writing outside class, especially in the light of the mixed
pattern of results reported in the literature wheresome studies reported using blogs was
beneficial in ESL writing while others reported they had limitations.
This study had three research questions. What are the ELI students’ perceptions of the
use of blogs as additional, out-of-class ESL writing activities? What are the students' perceptions
of the benefits and advantages of blogs in ESL writing? What are the students' perceptions of the
drawbacks and disadvantages of blogs in ESL writing?
The participants in the study were ten Saudi malesenrolled in a course called Unlock 3
Reading and Writing in the ELI of JIC in Jubail, Saudi Arabia. The number of participants was
sufficient since the findings were not generalized to any intended larger population (Perry,
2011).   
To satisfy the principle of triangulation and ensure data reliability, the researcher
employed three methods for data collection: a self-devised 18-item questionnaire, individual
interviews, and a researcher’s journal (Glesne, 2016; Perry, 2011).
The results of this study identified six benefits that resulted from using blogs in ESL
writing outside class: (a) collaboration/interaction with classmates outside class, (b) help for shy
students in expressing their views, (c) motivation to write, (4) ease of use, (5) less pressure on
students because of the informal nature of blogs, and (6) improved writing. In addition, two
limitations were also identified: (1) distraction from online ads, games, and chat invitations and
BLOGS IN ESL WRITING    viii
(2) the use of impolite language by some bloggers. Thus, the benefits of blogs in ESL writing
outweighed the limitations. These positive results were in line with the results of the primary
studies of Koҫ and Koҫ (2016), Kitchakarn (2012), Grami (2012), Vurdien (2012), Wu and Wu
(2011), Wang et al. (2011), and Majid and Adnan (2011).
The researcher provided tips for maximizing the benefits of blogs in ESL writing and
minimizing their drawbacks. Finally, he provided some limitations of this present study and
offered suggestions for future research.

The development of language learning mobile application soft-wares (apps) for smart mobile devices such as smartphones and tablet computer has risen amazingly in these recent days. These apps were continuously reported to be highly potential to support the students to learn the target language. This study introduced two free English learning apps to the students and investigated how they made use of the apps to support their English learning. More specifically, it examined how their English motivation in learning English is, how they used the apps, and whether their different level of motivation influenced the time they spent in accessing the apps. The study was conducted in a mixed method approach utilizing daily journal and questionnaire as the instruments to collect data. The finding pointed that the students were considerably active in using both of the apps. They could enjoy the practicality and flexibility of learning English by the apps despite some superficial engagement. In...

The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.

Learners who are actively involved and engaged in the learning process have long been known to be learning better than those who learn in a traditional method where they function as passive listeners. In the era where smart phones are part of students' main communication tool, schools are expected to make use of technology and use blended learning as a way to accommodate students' needs and engage their interest in the learning process. This research aimed to explore teachers' and students' insights and perspectives on whether the use of technology in their classroom was a hindrance or a helpful tool in a school and environment where only very limited internet connection was available. Interviews with four teachers and four students were done as primary data source and were analyzed and categorized using thematic analysis. The data show various problems encountered by the teachers and students as well as benefits they got from using blended learning in the language classroom despite the slow internet access. INTRODUCTION Learners who are actively involved and engaged in the learning process have long been known to be learning better than those who learn in a traditional method where they function as passive listeners (Parker, Maor, and Herrington, 2013). Learners need to have opportunities to construct their own knowledge and recognize how certain decision is the right decision to take or whether a certain solution will solve the problem during the process of learning as part of a rehearsal for the real life work (Bransford, Brown, and Cocking, 1999). In the era where smart phones are part of students' main communication tool, schools

In Spring 2016, the Quizlet design team added a new game called Quizlet Live to their repertoire. The new in-class, team-based learning game randomly groups students into teams to compete against other teams using any of the millions of Quizlet vocabulary study sets. Using their computers or mobile devices, team members race to match all the vocabulary terms with their definitions, and the first team to match all 12 correctly wins. In this article, I would like to share my own experience using Quizlet Live in my classrooms, which hopefully will assist other EFL teachers interested in doing the same.

This study aims at investigating the efficiency of web quests in enhancing the 8th graders' descriptive writing. The 8th graders in the Lebanese public schools in general usually demonstrate poor writing skills. Consequently, they don't show motivation to write in English. The subjects of the study are one control group (n=22) and one experimental group (n=23) enrolled in grade eight in a public school in Beirut and whose ages range from thirteen to fifteen years old. The purpose of the study is to examine whether or not the web quest helps 8th graders achieve unity and coherence in writing descriptive paragraphs and to examine if the motivation towards writing is increased after using the web quest. The data are collected by means of two questionnaires, the subjects’ writings, and a web quest. The first questionnaire is administered to the subjects before using the web quest to investigate their level of motivation towards writing, and the second questionnaire is administered to the subjects after using the web quest for three months to find out if their motivation towards writing changes or not. Moreover, the subjects are asked to write before using the web quest and after using it to examine any significant difference in their descriptive writings regarding the two elements, unity and coherence. The SPSS program is used in analyzing the collected data. Based on a pilot study conducted earlier by the two researchers, the prospective findings of the study shall convey that the experimental group produces unified and coherent writings. More importantly, the experimental group is expected to reveal great motivation towards writing. The researchers' prospective recommendations will be mainly urging the teachers of all levels to use the web quests as an indispensable tool requested to enhance students’ motivation and to better their descriptive writing skills.

Lawyers, in Lebanon, are incompetent in using legal English since almost all of the law courses in Lebanon are in Arabic, and upon obtaining the practicing license, they are requested to use only Arabic at the Lebanese courts. However, due to globalization, the Lebanese lawyers started to receive a lot of cases and contracts that demand mastery of the legal English needed to negotiate in writing using legal English.
This study aims at investigating the efficiency of legal terminology videos in enhancing the writing skills and vocabulary acquisition of lawyers and raising their motivation. The subjects of the study (n=16) are Lebanese lawyers whose ages range from 26 to 48 years old and are randomly assigned to a control group and an experimental one. The subjects receive legal English instruction for twelve weeks. The instruction covers the listening, speaking, reading and writing skills.
The only difference is that the experimental group receives the listening instruction using the videos whereas the control receives the listening instruction using the instructor's readings of certain texts. The instruments employed in the study are a pretest that inspects the subjects’ written performance and use of legal terms in both the control and experimental groups before carrying out any instruction, and a posttest that examines any significant difference in the subjects’ written performance and acquisition of legal terms in both groups after the instruction. Moreover, a questionnaire that investigates the subject’s motivation is administered to the subjects in both groups before and after the instructional period.

Computer has intruded every discipline and is researched worldwide as an important medium of teaching and learning languages. Despite this fact, few applications of CALL in ESL have found their way in Pakistan and that too as some individual efforts. One potential reason is that suitability, implications and the pedagogical benefits of CALL have not yet been explored in the Pakistani ESL perspective. Therefore, this paper investigates the importance and significance of CALL in the Pakistani ESL perspective. It brings together fields of CALL, ESL teaching and learning and second language acquisition (SLA). The stated proposition is established by presenting the results of a quasi-experimental study. This study is conducted to investigate the pedagogical benefits of Reading Comprehension CALL ESL Courseware for developing reading comprehension skills of ESL learners at an advanced level in Pakistan. The present study substantiates the computer to be conducive as a mode of teaching-learning ESL. The guidelines for further research and evaluation of CALL in the Pakistani ESL perspective is presented in conclusion.

In the last decades, the use of computer
becomes a new trend in education. Students and teachers
are aware that they really need a computer as a media for
the learning activity. In supporting the development of
students‘ language competence and skills, therefore, the
Computer-Assisted Language Learning is developed to
assist students to be more autonomous. On the other
hand, students who learn English as a foreign language
also need a teacher to become their facilitator in the
teaching learning activity because he or she plays an
important role for them in enhancing and mastering
English. The aim of this paper is to find out the
advantages and disadvantages of these two opposing
treatments to the English learning activity, and how
CALL and learning English with teacher assistance can
be applied to support the students‘ English mastery.
Keywords-computer; media; teacher
I. INTRODUCTION
The use of computer as one of the media used in the
teaching-learning activity becomes a new trend during
the last few years. Nowadays, computers as learning
media have strongly influenced an education, especially
in language teaching and learning. And its development
has been increasing dramatically.
A language teacher who plays an important role in the
classroom is supposed to have some methods and
strategies to develop students‘ language competence and
communication skills. Meanwhile, students are expected
to develop themselves to be more autonomous in learning
the language. They need a special treatment in which
learning the language is not burdening but interesting and
fun. Therefore, a special condition and treatment are
needed to assist students and teachers in the teachinglearning
process so that the expected results of the study
will be achieved.
Computer-Assisted Language Classroom, then, is
designed and developed to accommodate and facilitate
students and teachers to be more autonomous in the
language learning process. It can be used to reinforce
what has been already been learned in the classroom or as
a remedial tool to help learners who require additional
support. Moreover, CALL is supposed to help them to
increase motivation, supply authentic materials, make
greater interactions, discover new sources of information,
create good teaching environment, develop learner
autonomy, enhance students‘ achievement, encourage
students‘ development of cultural awareness, and
promote teachers‘ professional development [10].
This paper will find out the advantages and
disadvantages of using CALL in a language classroom
and of applying the teacher assistance to the teachinglearning
process. And in order to find out how those two
opposing treatments can be applied to support the
students‘ English mastery, the paper will give
understandable analysis.

University students in Vietnam do not have enough time to practise their listening inside the classroom. Outside the classroom, they do not have chance to practice it. To supplement time constraint in the classroom, extensive listening was employed to assist students to develop their listening skills. The study aims to investigate whether extensive listening ameliorates students' listening proficiency. Two groups of students from two intact classes: the control group (n = 32) and the experimental group (n = 32) were selected. Before the semester started, all students sat for the pre-listening test. After that, students in the experimental group were advised to listen to fifteen suggested sound files with one file for each week. They were also instructed some listening strategies to self-practise at home while students in the control group did not do any listening tasks at home. After 15 weeks, students in both groups took the post-listening test. The post-interview was conducted to explore how students practiced their listening out of school. The results showed that the experimental group outperformed the control group in the post-test. Some students in the experimental group reported that they practised listening many times and tried to learn as much vocabulary as possible.