(در فایل دانلودی نام نویسنده موجود است)

تکه هایی از متن پایان نامه به عنوان نمونه :

(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)

 

ABSTRACT

The present study was carried out to determine the role of Computer Assisted Language Learning (CALL) in facilitating the reading ability of EFL learners. It was hypothesized that CALL wouldn’t have significant impact on reading comprehension. The participants in this study were 60 students selected randomly from the EFL learners from an English language institute. The participants were the Iranian male and female intermediate EFL learners with the range of 18 to 22 years of age. They shared the same linguistic and cultural background and their first language in the research was Persian. The participants completed pre-intermediate level and passed the placement test at the intermediate level. Quantitative method and true experimental design was used to explore the effects of CALL on the participants’ reading  ability compared to traditional method of teaching reading. The tools for collecting quantitative data in this study included a pre-test and a post-test. All the participants were randomly assigned to a control and an experimental group. The experimental group studied with a CALL program through doing some exercises. The control group went through a traditional method of teaching reading in a classroom. The results showed that using computer in the class had a positive impact on reading ability of EFL learners. The result of this study can be considered a contribution in the latest way of teaching reading to the speakers of the other language and also the results of current study may be beneficial to teachers of foreign languages (particularly Iranian teachers) in that they can benefit from innovative ways of teaching reading by CALL program and helping the learners to understand the reading text better.

Keywords:

Computer Assisted Language Learning (CALL), Reading, EFL context.

Table of Contents

Title                                                                                                 Page

Abstract 6

List of Tables. 9

List of Abbreviations and Transcription Conventions. 10

Introduction. 11

0.1.Introduction. 12

0.2. Purpose of the Study…………………………………………………………..15

0.3. Significance of the Study………………………………………………………16

0.4. Statement of the paroblem…………………………………………………….17

0.5. Research Questions……………………………………………………………19

0.6. Research Null Hypothesis …………………………………………………….19

0.7. Definition of Key Terms ………………………………………….…………..19

0.8. Limitations and de-limitations….. …………………………………………….20

(در فایل دانلودی نام نویسنده موجود است)

تکه هایی از متن پایان نامه به عنوان نمونه :

(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)

 

ABSTRACT

The present study was carried out to determine the role of Computer Assisted Language Learning (CALL) in facilitating the reading ability of EFL learners. It was hypothesized that CALL wouldn’t have significant impact on reading comprehension. The participants in this study were 60 students selected randomly from the EFL learners from an English language institute. The participants were the Iranian male and female intermediate EFL learners with the range of 18 to 22 years of age. They shared the same linguistic and cultural background and their first language in the research was Persian. The participants completed pre-intermediate level and passed the placement test at the intermediate level. Quantitative method and true experimental design was used to explore the effects of CALL on the participants’ reading  ability compared to traditional method of teaching reading. The tools for collecting quantitative data in this study included a pre-test and a post-test. All the participants were randomly assigned to a control and an experimental group. The experimental group studied with a CALL program through doing some exercises. The control group went through a traditional method of teaching reading in a classroom. The results showed that using computer in the class had a positive impact on reading ability of EFL learners. The result of this study can be considered a contribution in the latest way of teaching reading to the speakers of the other language and also the results of current study may be beneficial to teachers of foreign languages (particularly Iranian teachers) in that they can benefit from innovative ways of teaching reading by CALL program and helping the learners to understand the reading text better.

Keywords:

Computer Assisted Language Learning (CALL), Reading, EFL context.

Table of Contents

Title                                                                                                 Page

Abstract 6

List of Tables. 9

List of Abbreviations and Transcription Conventions. 10

Introduction. 11

0.1.Introduction. 12

0.2. Purpose of the Study…………………………………………………………..15

0.3. Significance of the Study………………………………………………………16

0.4. Statement of the paroblem…………………………………………………….17

0.5. Research Questions……………………………………………………………19

0.6. Research Null Hypothesis …………………………………………………….19

0.7. Definition of Key Terms ………………………………………….…………..19

0.8. Limitations and de-limitations….. …………………………………………….20

0.9.Outline of the Study……………………………………………………….……20

Chapter 1: Review of the Related Literature. 22

1.1. Introduction 23

1.2. Reading and Importance of Reading……………………………………………23

1.3. Reading Purposes….……………..………………………………………………27

1.4. Types of Reading………………………………………………………………28

1.4.1. Extensive reading………………………………………………………..28

1.4.2. Intensive reading………………………………………………………….28

1.5. Reading Comprehension……………………………………………………….29

1.6. Reading Comprehension Skills…………………………………………………31

1.6.1. Skimming…………………………………………………………………………………….31

1.6.2.Scanning………………………………………………………………….32

1.6.3. Identifying the Topic……………………………………………………..32    

1.6.4. Prediction…………………………………………….…………………….33

1.6.5. Inferring…………………………………………………………………..33

1.6.6. Asking and Answering Questions………………………………………..33

1.6.7. Note-taking……………………………………………………………….34

1.6.8. Sequencing ………………………………………………………………34

1.6.9. Knowing the meaning of words through context …………………………..….34

1.6.10. Visualizing………………………………………………………………34

1.6.11. Summarizing Text………………………………………………………35

1.6.12. Knowing the meaning of words through context……………………….35

1.6.13. Distinguishing facts from opinion ………………………………………36

1. 7. Computer Assisted Language Learning (CALL) ………………………………36

1.8. The History of CALL……………………………………………………………36

1.8.1.Behavioristic CALL………………………………………………………37

1.8.2. Communicative CALL………………………………………..………….38

1.8.3. Interactive CALL………………..……………………………………….38

1.9. Advantages of CALL……………………………………………………………38

1.10. Disadvantages of CALL…………………………………………………..…40

1.11. CALL and Reading Skills……………………………………………………42

1.12. Using Computers in a Reading Class…………………………………………43

1.13. CALL Methodology……………………………………………………….…45

1.14. Previous Studies on CALL……………………………………………………46

1.15. Summary…………………………………………………..………….……….55        

Chapter 2: Methodology. 56

2.1. Introduction. 57

2.2. Participant………………………………………………………………………57

2.3. Design……………………………………………………………………………57

2.4. Procedure……………………………………………………………………….59

2.5. Instrumentation…………………………………………………………………59

2.5.1. The Placement Test………………….,………………………………….59

2.5.2. Pre-test………………………………………………….………………..59

2.5.3. Post-test…………………………………………………………………..60

2.6. Data collection and analysis…………………………………………….………60

2.7. Summary …………………………………………………………………..…. 60

Chapter 3: Results. 62

      3.1. Introduction. 63

3.2. Data analysis and Findings……………………………………………………..63

3.2.1. Analysis of Pre test………………………………………………………63

3.2.2. Analysis of Post test…………………………………………………….64

3.2.2.1 Reliability of the test…………………………………………….64

3.3 Summary………………………………………………….……………….…….67

Chapter 4: Discussion, Conclusion, Implications and Suggestions. 68

4.1. Introduction…………………………………………………………………….69

4.2. Discussion………………………………………………………….…………..69

4.3. Conclusions……………………………………………………………….……70

4.4. Implications…………………………………………………………………….70

4.4.1. Pedagogical Implications…………………………………………………70

4.4.2. Theoretical Implication…………………………………………………..71

4.5. limitations………………………………………………………………………71

4.6. Recommendations for Further Studies………………………………………….73

4.7. Summary………………………………………………………………………..73

APPENDICES. 74

REFERENCES………..………………………………………………………………102

List of Tables

     3.1 Independent Sample t-test Analysis of Pre-test…………………………………..64       

     3.2 Reliability of the posttest by using Split half……………………………………..64

     3.3 Paired Sample t-test Analysis of Pretest and Posttest…………………………….65

     3.4 Independent Sample t-test Analysis of post-test…………………………………..65

List of Abbreviations and Transcription Conventions

SPSS = Statistical Package for Social Science

EFL = English as a Foreign Language

CALL = Computer-Assisted-Language-Learning

ICT =Information and Communication Technology

 

Introduction

0.9.Outline of the Study……………………………………………………….……20

Chapter 1: Review of the Related Literature. 22

1.1. Introduction 23

1.2. Reading and Importance of Reading……………………………………………23

1.3. Reading Purposes….……………..………………………………………………27

1.4. Types of Reading………………………………………………………………28

1.4.1. Extensive reading………………………………………………………..28

1.4.2. Intensive reading………………………………………………………….28

1.5. Reading Comprehension……………………………………………………….29

1.6. Reading Comprehension Skills…………………………………………………31

1.6.1. Skimming…………………………………………………………………………………….31

1.6.2.Scanning………………………………………………………………….32

1.6.3. Identifying the Topic……………………………………………………..32    

1.6.4. Prediction…………………………………………….…………………….33

1.6.5. Inferring…………………………………………………………………..33

1.6.6. Asking and Answering Questions………………………………………..33

1.6.7. Note-taking……………………………………………………………….34

1.6.8. Sequencing ………………………………………………………………34

1.6.9. Knowing the meaning of words through context …………………………..….34

1.6.10. Visualizing………………………………………………………………34

1.6.11. Summarizing Text………………………………………………………35

1.6.12. Knowing the meaning of words through context……………………….35

1.6.13. Distinguishing facts from opinion ………………………………………36

1. 7. Computer Assisted Language Learning (CALL) ………………………………36

1.8. The History of CALL……………………………………………………………36

1.8.1.Behavioristic CALL………………………………………………………37

1.8.2. Communicative CALL………………………………………..………….38

1.8.3. Interactive CALL………………..……………………………………….38

این مطلب را هم بخوانید :

1.9. Advantages of CALL……………………………………………………………38

1.10. Disadvantages of CALL…………………………………………………..…40

1.11. CALL and Reading Skills……………………………………………………42

1.12. Using Computers in a Reading Class…………………………………………43

1.13. CALL Methodology……………………………………………………….…45

1.14. Previous Studies on CALL……………………………………………………46

1.15. Summary…………………………………………………..………….……….55        

Chapter 2: Methodology. 56

2.1. Introduction. 57

2.2. Participant………………………………………………………………………57

2.3. Design……………………………………………………………………………57

2.4. Procedure……………………………………………………………………….59

2.5. Instrumentation…………………………………………………………………59

2.5.1. The Placement Test………………….,………………………………….59

2.5.2. Pre-test………………………………………………….………………..59

2.5.3. Post-test…………………………………………………………………..60

2.6. Data collection and analysis…………………………………………….………60

2.7. Summary …………………………………………………………………..…. 60

Chapter 3: Results. 62

      3.1. Introduction. 63

3.2. Data analysis and Findings……………………………………………………..63

3.2.1. Analysis of Pre test………………………………………………………63

3.2.2. Analysis of Post test…………………………………………………….64

3.2.2.1 Reliability of the test…………………………………………….64

3.3 Summary………………………………………………….……………….…….67

Chapter 4: Discussion, Conclusion, Implications and Suggestions. 68

4.1. Introduction…………………………………………………………………….69

4.2. Discussion………………………………………………………….…………..69

4.3. Conclusions……………………………………………………………….……70

4.4. Implications…………………………………………………………………….70

4.4.1. Pedagogical Implications…………………………………………………70

4.4.2. Theoretical Implication…………………………………………………..71

4.5. limitations………………………………………………………………………71

4.6. Recommendations for Further Studies………………………………………….73

4.7. Summary………………………………………………………………………..73

APPENDICES. 74

REFERENCES………..………………………………………………………………102

List of Tables

     3.1 Independent Sample t-test Analysis of Pre-test…………………………………..64       

     3.2 Reliability of the posttest by using Split half……………………………………..64

     3.3 Paired Sample t-test Analysis of Pretest and Posttest…………………………….65

     3.4 Independent Sample t-test Analysis of post-test…………………………………..65

List of Abbreviations and Transcription Conventions

SPSS = Statistical Package for Social Science

EFL = English as a Foreign Language

CALL = Computer-Assisted-Language-Learning

ICT =Information and Communication Technology

 

Introduction