A CRITICAL
REVIEW OF JOURNAL
Title of Article : Is Computer Assisted Language Learning (CALL)
efficient for
grammar learning? An experimental study in
French as a second language
Written by : Florence Chenu
Frederique Gayraud
Bruno Martinie
Wu
Tong
(Laboratoire Dynamique du Langage, CNRS &
Universite 2 Lyon
Published on : The
JALT CALL Journal, 2007, Vol. 3, No. 3 pp. 85-93
Copyright JALT CALL SIG (ISSN 1832-4215)
Reviewed by : Dadan Jauhara, S.Pd.
Introduction
According to Hatch and Farhady
(1982:1), research is a systematic approach to finding answers to questions. As
every field of knowledge has problems to be scientifically identified, research
becomes a very crucial thing to conduct. In conducting research, researchers
have to begin their research by asking questions and by using a systematic
approach in their investigation, and end with answers to the questions. In
conducting research, all researchers need certain methodology which helps them
to figure out and identify problem which later will come to the conclusion and
suggestion.
According to Sugiyono (2006: 1),
research should conform to the characteristics of scientific knowledge;
rational, empirical, and systematic. Rational means that the characteristic
underlying a logical way of doing a research. Meanwhile, empirical demands a
research to be observable in nature. Systematic deals with the research process
with certain logical procedure.
There are two main types of
research, quantitative and qualitative research. The quantitative research is
different from the qualitative one in the way of processing the data.
Quantitative research construct statistical extrapolation in attempt to explain
what is observed. In other words, it involves an analysis of numerical data by
making use of certain formulas.
In constructing research designs,
Hatch and Farhady (1982: 19) propose four main classes of research design, they
are: pre-experimental, experimental, quasi-experimental, and ex post facto
designs. This critical review only focuses on experimental design which is used
in the research.
Content
of Article
As the title implies, this research focuses on the implementing of
Computer Assisted Language Learning (CALL) for grammar learning in French. This
research aims to investigate whether CALL has an advantage on the learning of
France relative clause by intermediate non-native learners. This research
focuses either on the achievement of linguistics skills such as speaking,
listening, writing and reading or on motivation. This nine pages article
comprises four subheadings. They are Introduction, Method, Result, and
Discussion.
An abstract is written directly after the title before the introduction.
It covers burning issue of the efficiency of CALL, the objective of the
research, research method, findings, conclusion and recommendation
(researchers’ claim).
The introduction covers background
of the study supported by several theories. It can be inferred that the writers
also includes literature review in the introduction section to support the
topic, it is enriched by theoretical foundation, related to previous research
findings. There is no subheading dealing with the literature review. The study is set to investigate the efficient
of CALL for grammar learning. They add several previous related studies to
empower their research. A previous research, for instance, concerns with
computer based vs teachers directed instruction on the acquisition of English
as a second language. Of course, the findings correlate to the research topic
that computer based instruction can be an effective method of teaching L2
grammar. Furthermore, they did not only mention the optimistic of CALL impact
but also the pessimistic of CALL impact in language learning; for instance, the
research which is conducted in China by Liou, Wang and Hung-Yeh (1992).
According to the them this lack of significant difference can be accounted for
by flaws in the experimental design; for instance the small number of subject,
absence of random, assignment to control or treatment groups, small number of
observation, no specification of the amount of time spent on the task. Other
factors are likely affect the efficiency of the teaching method, thus above
explanation mentioned contradictory findings. The present study aims at
investigating whether CALL has an objective learning advantage on the
acquisition of French relative clauses by non-native learners.
The research methodology comes next. It describes the participants and
procedure. As written in the text, this research uses an experimental design.
True experimental designs have three characteristic: 1) a control group, is
present, 2) the Ss are randomly selected and assigned to the groups, and 3) a
pre test is administered to capture the initial differences between groups
(Hatch and Farhady, 1982: 22).
This research involved twenty-six participants which is consist of 14 native speakers of Chinese, 4 of Japanese,
2 of Korean, 2 of Russian, 1 of Spanish (Columbia), 1 of Hindi, and 1 of Azeri
were randomly distributed across a control and experimental group. Both groups
attended French classes at Lyon 2 University.
The first procedures, both groups were given the pre-test for their
mastery of French relative clause. The next phases, the control group attended
a 3 hour traditional class, they were taught the syntax of French relative
clauses. The teaching included both grammatical explanations and practical
exercises. In parallel, the same content was taught to the experimental group
in a 3 hour self training session during which used a CALL system specifically
designed for purpose of the study. The system does not provide intelligent
feedback after the participant in the experimental group typing the answer.
After describing the research methodology, the researcher presents the
result of the study. For the pre-test, the difference between the two groups is
not significant (t (24) = 0.346,
n.s). Similarly, the scores do not significantly differ between the two groups
for the pos-test (t (24) = 0.497,
n.s). For the control group, the difference between pre and pos-test is
significant (t(12) = 2.656 :=.02), as
well as for the experimental group (t(12)
= 2.970 ; p = 0.11). According to the table 1and 2 revealed that low-level
participant tended to make more progress in the experimental condition. By
contrast in the control group, high level participant gained more points than
low level participants, even if the difference does not reach statistical significance.
Having calculating the t-test for control and experimental groups, the
researchers gave explanation about their finding on students’ attitude toward
the implementation of CALL in learning relative clauses, which the data were
gained from the questionnaire. Only control group filled the questionnaire. The
questionnaire consists of three main questions. First question aimed at
evaluating the participant involvement. Another set of questions aimed at
assessing the perception of the level of difficulty of the lessons and
exercise. The last of set questions concerned the preference regarding teaching
methods.
In the section of discussion, the researchers take conclusion that CALL
has proved to be slightly more beneficial than traditional instruction for the
learning of relative clauses. From their study contrary to what could be
expected from the literature, there is no correlation between positive attitude
and successful outcomes was observed. Their study shows that efficiency
research should take into consideration factors such as the level of
proficiency of learners and the modality of presentation.
Critical
Review
To begin with, the writers wrote an
abstract as a summary of the content of the article. It is in line with Keegan
(2007) statements that abstract is a summary of the
important points found in a research report. It should succinctly summarize the
aim, background, design, sample, measures, results and
statistical conclusion of the
study. Abstract is written in the past tense, and avoid personal references.
The abstract in the study explains some important aspects of the research
such as burning issue, the objectives of the study, participants (sample),
research method and design, procedure of the research, data collection,
analysis, and research findings (results). The abstract is written in past
form, except for the general facts. It describes all about the research briefly
and clearly without personal references. It is suitable with the definition of
abstract set forth by Keegan.
In introduction part they proposed some previous research which has
conducted by several researchers. The study has been back grounded by some
finding about the implementation of CALL in language learning. They proposed
both optimistic (positive impact) and less optimistic (negative impact) in
implementing of CALL. They explained that the insignificance of difference in
learning effectiveness between technology based and conventional delivery
media. They taught that the lack of significant difference can be accounted for
by flaws in the experimental design such as: small number of subject, absence
of random assignment to control or treatment groups, small number of
observation, no specification of the amount of time spent on the task. Other
factors are caused by the efficiency of teaching method. They did not mention
separately between the back ground and the review of the literature. In this
case, the readers assume that the background of the study is embedded with
review of the literature. This review is to some extent, adequate to support
the topic and variables involved in the research.
The researchers tried to investigate whether CALL has an objective
learning advantage on the acquisition of French relative clauses by
intermediate non native learners, taking into consideration the level of
proficiency of the learners, and the impact of the medium (spoken + written vs.
written only). At the last part of the introduction, the researchers predict (hypothesis) that less proficient
learners will improve more using CALL system resting on written presentation
only.
The readers might not have an argument questioning why the researcher
chose this topic. The writers try to put their ideas and theories ranging from
the general to the specific ones. It eases the readers to catch the point of the
study.
The hypothesis used was a positive, directional hypothesis (H1).
They predict that less proficient learners will improve more using CALL system
resting on written presentation only. It is specified because the data
collected is a result of certain intervention by the researcher. Therefore, it
used an experimental design. In other words, the researchers tried to analyze
the impact of medium (spoken + written vs. written only) on the efficient for
grammar learning. In specific, the use of directional hypothesis appears to
find support for the hypothesis we must reject the null hypothesis (Hatch and
Farhady, 1982: 87).
As stated previously, the next subheading of this article is the research
methodology. An experimental design was used to conduct the research. To check
whether the use of the design is appropriate to the nature of the research,
let’s take a look at the following characteristics experimental design:
- A control group is present
- The Ss are randomly selected and assigned to the groups
- A pretest administered to capture the initial differences between the groups.
These three characteristics allow us to avoid almost all the problems
associated with internal and external validity. Here are the two most common
experimental designs:
Post-test only control group
There are two groups – an experimental group receives special treatment
while control group does not. In this design, initial differences between the
groups are controlled by the random selection and random assignment of the Ss.
G1 (random) X T1
G2 (random) T2
Pre-test post-test control group
This design is the same as the previous one except that a pre-test is
administered before the treatment.
G1 (random) T1 X T2
G1 (random) T1 T2
G = group
T = test
X = experiment (treatment) (Hatch
and Farhady, 1982: 22)
In this research, there were a
control group and experimental group. The control group attended a 3 hour
traditional class, during which learner taught the syntax of French relative
clause. The explanations were given both in the written and spoken modalities.
In parallel, the same content was taught to the experimental groups in 3 hour
self assessment training session. The participants used a CALL which is
designed for the purpose of the study. The content was exactly the same as in
the control condition, but was delivered in the written modality. In this
respect, the first characteristic is achieved.
As to the second characteristic,
this research used random sampling to determine the participants. Twenty six
participants ranging in age from 18 to 42 years old were randomly distributed
across a control and experimental group. Both groups attended French classes at
Lyon 2 University. There is no significant difference between the two groups
because they had been studying French for 19 month in average. The independent
variable, i.e. using of CALL in grammar learning, makes a distinction between
the two groups of students. Unlike the independent variable in experimental
studies, it is manipulated by doing the treatment using the CALL in learning
grammar. It means the second characteristics are also achieved.
As to the third characteristic, the researchers conducted pre-test toward
control and experimental groups. In a pre-test, both groups were tested for
their mastery of French relative clauses. It is conducted to know the starting
point of the research from the both groups. For the pre-test, the difference
between the two groups is not significant. It means the third characteristics
are also achieved.
To get the data needed, a relative
clause test was administered to both groups to asses their level of
improvement. In addition, the experimental group had to fill out a
questionnaire about their attitude towards their CALL experience. It is due to
the aim of the study that it was set out to test the formulated hypothesis by
comparing the scores of two groups which later were statistically calculated
using t-test formula. In this case, the findings are also presented
statistically.
Having calculated the test of proficiency by using t-test, the researchers explain the findings of students’ attitude
toward implementation of CALL in the classroom. The experimental group was
asked to fill the questionnaire assessing their attitude toward grammar
learning by using CALL. In this case the researchers explain the research
finding by using percentage. Having interpreted questionnaire data, the
researchers analyzed the correlation between the index of satisfaction and the
index of difficulty and the scores obtained at the post-test.
In the last part, the conclusions present what they had predicted before
have been accepted after they conducted the research. It means that H1
positive directional hypothesis was accepted. Of course, it is non-numerical in
nature. It is in harmony with Keegan’s statement (2007) clarifying that the
conclusion section is a brief non-numerical statement on the findings. A
pedagogical implication is also underlined to emphasis the significance of
research findings. In addition, the researcher also sets forth his optimism that
implementation of CALL proved to be slightly more beneficial than traditional
instruction for the learning of French relative clauses. Other finding from
this research explains that their study show that efficiency research should
take into consideration factors such as the level of proficiency of learners
and the modality of presentation.
In
the meanwhile, the researchers used the t-test
formula to compare means of the two control and experimental groups. They used
match t-test because they want to compare the two means obtained from two
independent groups of subjects. It is in line with the characteristic of match
t-test states by Hatch and Farhady (1982: 114-115) that the researchers may
give their students a pre-test and post-test and hope to be able to compare the
two means. When they have paired data, they will need to use t-test which is
appropriate for sets of paired data.
After they
conduct the pre-test, they divided the group into low level participants and
high level participants. It is determined by the scores they got.
Having reading the journal comprehensively, the reader found some
difficulties in interpreting the statistical calculation and determination of
the participants (samples) from the population. For the first case, it is
happened because the researchers did not calculate systematically and
comprehensively. The reader does not know how the researchers gain that score.
So the reader can not analyze the computation whether it is right or wrong. The
researchers did not determine the level of significant value whether it is 0.05
or 0.01 and the reader does know the degree of freedom value (df), for instance
at the table 1. Mean scores (and SD) in pre- and post-test for the control and
experimental groups and table 2, Mean difference between pre and post test (and
SD) in the control and experimental groups according to the level of
proficiency. It is hard to be understood by the reader who does not really
master in the statistical calculation and interpretation. In determining the
participants the researchers used the random sampling, but unfortunately they
did not mention what kind of random sampling they have used.
Contrary, when the reader read the
findings of students’ attitude in implementing of CALL, it is more clear and
easy to be understood. The researchers explain the findings briefly and
comprehensively using percentage, so the readers understand it easily.
In writing mechanical, the
researchers did not write the sub heading abstract, introduction, and
conclusion. Although they did not write them explicitly the reader understands
that those parts are abstract, introduction, and conclusion. In introduction
part the researcher include the review of the literature, and in discussion
part, it is include of discussion of the research, conclusion and suggestions.
Overall, this article deserves our
appreciation, regardless of the weaknesses of an experimental design (e.g. lack
of randomization, and computation). It can encourage teachers’ and students
enthusiasm in the practice of Computer Assisted Language Learning (CALL) in
teaching grammar, especially for the EFL or ESL class.
References
Hatch, E. and Farhady, H.. (1982). Research
Design and Statistics for Applied Linguistics. USA: Newbury House
Publishers, Inc.
Sugiyono. (2006). Metode Penelitian Administrasi. Bandung: Alfabeta
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