The Effect of Computer-Assisted Language Learning (CALL) on the Iranian Upper-Intermediate EFL Learners’ Listening Skill

Abstract

Applying an appropriate approach to teaching language in general, and to improving and reinforcing listening as a fundamental skill in particular, has always been a concern for educators. This study attempts to investigate the effect of Computer-Assisted Language Learning (CALL) as an approach to teaching and learning a foreign language on the improvement of listening skill. In this experimental research, 30 upper-intermediate EFL learners in the form of two intact classes in an English language institute were selected. Their proficiency level as upper-intermediate was confirmed by a TOEFL general proficiency test. Two intact classes were randomly assigned to the experimental and control groups and then, an FCE listening pre-test was administered to them in order to ensure their homogeneity in listening comprehension. After that, two classes were instructed for 16 sessions (two months) with different approaches. In the experimental group, Computer-Assisted Language Learning was applied whereas in the control group, traditional approach to language teaching was followed. A listening post-test was administered to both groups at the end of the experiment. To compare the participants’ listening comprehension ability in the experimental and control groups an independent-samples t-test was conducted. The experimental group outperformed the control group in listening post-test. The results indicated that application of CALL do have a significant effect on improvement of learners’ listening proficiency.