Effectiveness of a dynamic usage based computer assisted language program

Fathima Mufeeda Irshad; Merel Keijzer; Martijn Wieling; Marjolein  Verspoor

doi:10.1075/dujal.16018.irs

Effectiveness of a dynamic usage based computer assisted language program

Fathima Mufeeda Irshad^*, Merel Keijzer, Martijn Wieling, Marjolein Verspoor

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

The current paper explores whether a Dynamic Usage Based (DUB)
approach – which takes authentic meaningful language use with repetition
and scaffolding for comprehension as its basis – can also be implemented in
a CALL environment. The effectiveness of the DUB-CALL program was
tested in a semester-long experiment, comparing it with a teacher-fronted
DUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objective
General English Proficiency (GEP) test and a writing task. The results show
that the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. The
results of the writing tests show that all groups improved significantly, but
here there were no differences among groups.

Original language	English
Pages (from-to)	137-162
Number of pages	26
Journal	Dutch Journal of Applied Linguistics
Volume	8
Issue number	2
Early online date	11-Apr-2019
DOIs	https://doi.org/10.1075/dujal.16018.irs
Publication status	Published - Dec-2019

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title = "Effectiveness of a dynamic usage based computer assisted language program",

abstract = "The current paper explores whether a Dynamic Usage Based (DUB)approach – which takes authentic meaningful language use with repetitionand scaffolding for comprehension as its basis – can also be implemented ina CALL environment. The effectiveness of the DUB-CALL program wastested in a semester-long experiment, comparing it with a teacher-frontedDUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objectiveGeneral English Proficiency (GEP) test and a writing task. The results showthat the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. Theresults of the writing tests show that all groups improved significantly, buthere there were no differences among groups.",

author = "Irshad, {Fathima Mufeeda} and Merel Keijzer and Martijn Wieling and Marjolein Verspoor",

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AU - Irshad, Fathima Mufeeda

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AU - Wieling, Martijn

AU - Verspoor, Marjolein

PY - 2019/12

Y1 - 2019/12

N2 - The current paper explores whether a Dynamic Usage Based (DUB)approach – which takes authentic meaningful language use with repetitionand scaffolding for comprehension as its basis – can also be implemented ina CALL environment. The effectiveness of the DUB-CALL program wastested in a semester-long experiment, comparing it with a teacher-frontedDUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objectiveGeneral English Proficiency (GEP) test and a writing task. The results showthat the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. Theresults of the writing tests show that all groups improved significantly, buthere there were no differences among groups.

AB - The current paper explores whether a Dynamic Usage Based (DUB)approach – which takes authentic meaningful language use with repetitionand scaffolding for comprehension as its basis – can also be implemented ina CALL environment. The effectiveness of the DUB-CALL program wastested in a semester-long experiment, comparing it with a teacher-frontedDUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objectiveGeneral English Proficiency (GEP) test and a writing task. The results showthat the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. Theresults of the writing tests show that all groups improved significantly, buthere there were no differences among groups.

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JO - Dutch Journal of Applied Linguistics

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Effectiveness of a dynamic usage based computer assisted language program

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