Application of ICT in EFL Classes: An Integrated CALL and Task-based Approach

DOI

10.2991/icpm-16.2016.89How to use a DOI?

Keywords

ICT; EFL classes; Task Base; Speaking Skill

Abstract

This research is about the applications of ICT for the teaching and learning of English as a foreign language (ESF classes) especially the integration of Task-Based approach and Computer Assisted Language Learning (CALL) to improve English Speaking skill of psychology students in Indonesia. The research was conducted under R&D research method. There were 174 psychology students taken as the sample (10% out of 1.740 population).Students in control group were taught by using non-computer tools for one semester (15 class sessions with the duration of 150 minutes) while those of experiment group were equipped with CALL. Speaking rubrics were used to record their English speaking skill. The rubrics were supported by Common European Framework (CEF) scoring system. The results show that experiment group had mean of pre-test 62.27 and post-test was 67.87 while control group had means score of pre-test 60.53 and post-test of 61.6. From the t-test, it was found that the t-score is 3.141 > t critical 1.973, df=172, Sig.000 (2 tailed). It means that there was a significant difference of the students' skill after joining the Integrated CALL. The interview results of the experiment group indicated that 18 students achieved the proficiency level of C2 and 25 students at C1 (total C2+C1=49.4%), 28 at B2, 15 B1, and 1 (1.1%) at the level of A2. At the Control group, however, it was recorded that 15 students achieved the proficiency level of C2 and 16 students at C1 (total C2+C1=32 %), 25 at B2, 15 B1, and 6 (5.7%) students at the level of A2 (indicated by CEF rubrics). It is revealed from the experiment that among task activities that have more gaining score were debate 23.66, problem solving 15.41, role play 12.68, paraphrase 9.79, and video watching 5.29. It is concluded that CALL and Task-Based approach with its core, supporting, and synthesizing activities started from pre-task phase, task completion, and post task have significantly improved oral proficiency of the psychology students.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Akmal
PY  - 2016/07
DA  - 2016/07
TI  - Application of ICT in EFL Classes: An Integrated CALL and Task-based Approach
BT  - Proceedings of the 2016 International Conference on Public Management (ICPM 2016)
PB  - Atlantis Press
SP  - 317
EP  - 319
SN  - 2352-5428
UR  - https://doi.org/10.2991/icpm-16.2016.89
DO  - 10.2991/icpm-16.2016.89
ID  - 2016/07
ER  -