Effectiveness of CALL Software for EFL Learners’ Improvement of Speaking Proficiency
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This study investigates how computer-assisted language learning (CALL) software facilitates Korean learners’ English speaking practices in order to improve speaking proficiency regarding seven speaking proficiency variables (completion, grammar, fluency, pronunciation, rhythm and intonation, response speed, and confidence) across varied age levels. A total of 82 learners aged 4 to 50 voluntarily took part in this study. Researchers categorized participants into four groups—kindergarten, elementary, secondary, and tertiary—regarding both their ages and their placement in the Korean national education system. Findings suggest that the English language learners’ speaking proficiency improved throughout the intervention processes without producing any pausing or retreating speaking proficiency variables. The investigation regarding the three tests—the pretest, midtest, and posttest—showed that all of the age groups followed the same pattern of significant growth: their English speaking proficiency rapidly improved for the first two weeks and then kept improving until the end of the fourth week with moderate speed. In terms of differences among the age groups, younger subjects showed greater and more balanced growth in speaking proficiency variables on both the midtest and the posttest.
Abstract
This study investigates how computer-assisted language learning (CALL) software facilitates Korean learners’ English speaking practices in order to improve speaking proficiency regarding seven speaking proficiency variables (completion, grammar, fluency, pronunciation, rhythm and intonation, response speed, and confidence) across varied age levels. A total of 82 learners aged 4 to 50 voluntarily took part in this study. Researchers categorized participants into four groups—kindergarten, elementary, secondary, and tertiary—regarding both their ages and their placement in the Korean national education system. Findings suggest that the English language learners’ speaking proficiency improved throughout the intervention processes without producing any pausing or retreating speaking proficiency variables. The investigation regarding the three tests—the pretest, midtest, and posttest—showed that all of the age groups followed the same pattern of significant growth: their English speaking proficiency rapidly improved for the first two weeks and then kept improving until the end of the fourth week with moderate speed. In terms of differences among the age groups, younger subjects showed greater and more balanced growth in speaking proficiency variables on both the midtest and the posttest.
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