Analysis of Benefits associated to the use of Computer Assisted Language Learning (CALL) Programs, Multimedia and Internet in 11th grade students of Institute Public Benjamín Zeledón in the II Semester of 2015
To study the role of Computer-Assisted Language Learning (CALL) programs, Multimedia and Internet, a cross-section study was conducted to analyze the benefits associated to their use in English students of secondary school. An Ex-post-fact design was applied in this research, administered by mean of...
| Autores Principales: | Cano Téllez, Carlos Carlos, Briceño Siézar, Fidel Antonio |
|---|---|
| Formato: | Tesis |
| Idioma: | Español Español |
| Publicado: |
2016
|
| Materias: | |
| Acceso en línea: |
http://repositorio.unan.edu.ni/3121/ http://repositorio.unan.edu.ni/3121/1/1578.pdf http://repositorio.unan.edu.ni/3121/7/88x31_cc.png |
| Sumario: |
To study the role of Computer-Assisted Language Learning (CALL) programs, Multimedia and Internet, a cross-section study was conducted to analyze the benefits associated to their use in English students of secondary school. An Ex-post-fact design was applied in this research, administered by mean of an experiment to a group of 11th grade students, N=25 (14 male students and 11 female students), their ages are between 15 – 17 years old; population= 25 students and sample = 25 students too. Four skills of English language (listening, speaking, reading and writing) were measured in participants with a
lesson-test in this experimental research study, combining the following software: Microsoft Word, VLC Media Player and Internet; immediately after taking the lesson, a test was administered to participants and finally, students were asked to evaluate the experiment. Instruments used in this descriptive study were: observations, questionnaires and interview.
Results show that female students’ performance in the four skills (listening, speaking, reading and writing) was a 91 % and in male ones was 90 %. Although both female and male
got high scores, the use of technology in male students was slightly low to a lesser extent than in female students. In a nutshell, the three environment connection in the English class promoted: motivation, participation and high learning; besides, collaborative learning environment, efficiency and very high students’ performance. |
|---|