CALL-Based Instruction: Toward the Teaching of Speech and Oral Communication at Angeles University Foundation
Title
CALL-Based Instruction: Toward the Teaching of Speech and Oral Communication at Angeles University Foundation
CALL-Based Instruction: Toward the Teaching of Speech and Oral Communication at Angeles University Foundation
Keywords: No Keywords
Author
Remy C. Janda
Angeles University Foundation
Remy C. Janda
Angeles University Foundation
No Bio
Abstract
Forty-four sophomore students, who took their Speech Communication for one semester, used the Digital Computerized Laboratory in listening audio materials, recording their voices. The laboratory is internet connected, so they were able to answer interactive quizzes found in the internet. Various exercises such as news delivery, voice recording, pronunciation drills, and poetry interpretation were done. Before the end of the semester, a questionnaire was given to the students to evaluate the efficacy of using CALL in improving their speech. The study revealed that the students found the use of CALL more interesting and would want to spend more time in the laboratory than in the classroom. The activities they had were considered meaningful to learning speech. Recording their voices in the laboratory was considered comfortable than letting them speak in front of the class. Although computers were used, the respondents still prefer teacher-student interaction. Lastly, the respondents revealed that the language teacher must have a technical know-how in using the laboratory to provide assistance to students. The use of computer in language teaching does not change the role of the teachers at all rather they will become facilitators of the language teaching. Indeed, their presence is still needed in the learning process.
Forty-four sophomore students, who took their Speech Communication for one semester, used the Digital Computerized Laboratory in listening audio materials, recording their voices. The laboratory is internet connected, so they were able to answer interactive quizzes found in the internet. Various exercises such as news delivery, voice recording, pronunciation drills, and poetry interpretation were done. Before the end of the semester, a questionnaire was given to the students to evaluate the efficacy of using CALL in improving their speech. The study revealed that the students found the use of CALL more interesting and would want to spend more time in the laboratory than in the classroom. The activities they had were considered meaningful to learning speech. Recording their voices in the laboratory was considered comfortable than letting them speak in front of the class. Although computers were used, the respondents still prefer teacher-student interaction. Lastly, the respondents revealed that the language teacher must have a technical know-how in using the laboratory to provide assistance to students. The use of computer in language teaching does not change the role of the teachers at all rather they will become facilitators of the language teaching. Indeed, their presence is still needed in the learning process.
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See page: 87 – 96
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Category: Main Editions, Volume 11 Issue 5
