The Effect of CALTAL Approach on Jordanian University Students’ Pronunciation of English Words with Silent Consonant Letters

By Azmi Adel Mohammed.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This empirical study examined the effect of two approaches of teaching English silent consonant letters; one of which is an up-to-date approach based on using Computer Assisted Language Teaching and Learning (CALTAL) and the other of which is a traditional approach. The sample consisted of a total of 76 university students from two sections were randomly selected. The first group was taught by the CALTAL approach and the second group was taught by a traditional approach. A pre-test and post-test were conducted so as to investigate the differences between the effects of the two approaches. The results of the study revealed a significant statistical difference between the two approaches for the up-to-date approach CALTAL at (?= 0.05) in the post test. In summary, the study revealed the importance of using the computerized programs and games containing script and sound in the teaching-learning process where modern media is used for this purpose.

Keywords: CALTAL: Computer Assisted Language Teaching and Learning, CALL: Computer Assisted Language Learning, EFL: English as a Foreign Language

The International Journal of Learning, Volume 15, Issue 1, pp.159-168. Article: Print (Spiral Bound). Article: Electronic (PDF File; 619.349KB).

Dr. Azmi Adel Mohammed

Assistant Prof., Faculty of Educational Sciences, Jerash Private University, Amman, Jordan


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