Related Experiment Video
Updated: Sep 9, 2025
04:15
Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
Published on: February 23, 2024
1.2K
Beyond traditional classrooms: CALL as a catalyst for autonomous EAL learning
Haohao Zhang1, Yan Xia1, Haowei Chen2
1Faculty of Education, Language, Psychology and Music, SEGi University, Malaysia.
Acta Psychologica
|August 31, 2025
Summary
Computer-Assisted Language Learning (CALL) tools significantly boost autonomy and English proficiency in Chinese EAL students. This technology enhances vocabulary acquisition and classroom engagement, promoting self-directed learning.
Area of Science:
- Educational Technology
- Applied Linguistics
Background:
- Technology is transforming language education, with Computer-Assisted Language Learning (CALL) emerging as a key tool.
- Learner autonomy is crucial for effective English as an Additional Language (EAL) acquisition.
- Understanding CALL's impact on EAL learners in China is vital for pedagogical advancement.
Purpose of the Study:
- To investigate the impact of CALL tools on the autonomy of EAL undergraduate students in China.
- To explore how CALL tools facilitate independent vocabulary acquisition and classroom engagement.
- To assess the effectiveness of specific CALL tools (Anki, Quizlet, Kahoot!, ChatGPT) in enhancing EAL learner autonomy.
Main Methods:
- An 8-week intervention involving 100 undergraduate EAL students in China.
- An experimental group utilizing CALL tools versus a control group with traditional instruction.
- Data collection through pre/post-tests, digital analytics, and qualitative interviews analyzed with NVivo.
Main Results:
- The CALL group demonstrated significantly higher autonomy scores than the control group (moderate effect size).
- Qualitative data revealed increased motivation, metacognitive awareness, and a preference for self-directed learning among CALL users.
- Despite usability challenges, participants generally held positive views toward CALL and intended continued use.
Conclusions:
- CALL-based activities significantly enhance EAL students' autonomy and English language learning outcomes.
- Integrating CALL into EAL classrooms, within a structured framework, is recommended for optimizing learning.
- CALL offers a promising pathway for fostering learner autonomy and improving English proficiency in diverse educational contexts.
Related Concept Videos
01:22Purposive Learning
204
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
204
01:21Cognitive Learning
516
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
516
02:57The Sense of Self: Reflected Self-Appraisal and Social Comparison
51.4K
According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
51.4K
01:12Observational Learning
310
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
310
01:26Metacognition
278
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
278
01:27Associative Learning
569
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Classical conditioning, also known...
569