CALL Evaluation

Students’ Perception and Use of LoMásTv

Authors

  • Cristina Pardo-Ballester Iowa State University

DOI:

https://doi.org/10.11139/cj.29.3.532-547

Keywords:

students’ attitudes, CALL evaluation, authentic video material, help options, listening and speaking

Abstract

In order to integrate technology into the language curriculum, it is essential not only to evaluate a program with a second language acquisition (SLA) framework but also seek the students’ attitudes towards the use of computer-assisted language learning (CALL) (Ayres, 2002).  Addressing CALL evaluation, this paper reports on a 2-year empirical study of learners’ perceptions, at the intermediate level, about the use of a web-based multimedia program with authentic video clips having full control of help options (i.e., dual input using subtitles in L1 and L2, pitch-correct slow play, and backward and forward buttons, transcripts and online dictionary) and its effectiveness as a language-learning tool guided by Chapelle’s (2001) framework. Students believed that the learned culture and vocabulary enhanced their listening skills. A pretest/posttest design assessed the long-term gains in listening and speaking performances. Results indicated a significant gain in listening and speaking skills because posttest scores were significantly higher than pretest scores. The paper concludes by highlighting what lessons to consider when integrating CALL into language courses.

Author Biography

  • Cristina Pardo-Ballester, Iowa State University

    World Languages and CulturesAssistant Professor of Spanish LinguisticsSupervisor, Elementary and Intermediate Spanish Program

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Published

2013-01-14

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Section

Articles

How to Cite

Pardo-Ballester, C. (2013). CALL Evaluation: Students’ Perception and Use of LoMásTv. CALICO Journal, 29(3), 532-547. https://doi.org/10.11139/cj.29.3.532-547