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COMPUTER ASSISTED LANGUAGE TEACHING: LEARNING WITHOUT DUST

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 INTERACTIVE COMPUTER LANGUAGE TEACHING USING A
PERSONAL WEBSITE: A CASE STUDY

ABSTRACT

Computer Assisted Language Learning (CALL) is one of the many tools and
techniques that can help improve the students’ language competencies. This new
technology in language education has increased learner autonomy, creativity,
productivity and team work. Interactive Teaching Approach and Computer-Assisted
Language Learning have been used to tutor language learners through language drills or
skills practice; as stimulus for discussion and interaction; or as a tool for writing and
research.
Overall, this paper aims to improve an existing Comarts Syllabus using Computer
Assisted Language Learning (CALL) materials imparted through the use of a Personal
Website. It is limited among the purposive samples of thirty five (35) Comarts students
of STI-Iligan. As it is, it is expected to contribute to the area of ESL teaching and to
foster interactive and communicative English grammar learning.
The study, furthermore, seeks to answer the following questions: (1) How will the
CALL materials provide interactive English grammar and writing exercises? (2) Will the
CALL create interaction among the students and teacher? (3) How will the needs analysis
justify the modification of the old Comarts syllabus? (4) What areas in the old Comarts
syllabus should be modified? (5) How will the lessons be made interactive and
communicative? And (6) Will the modified Comarts syllabus be found satisfactory by its
users?
The findings of the study showed that there is a need to modify the existing
Comarts syllabus of STI-Iligan. Students found the CALL lessons more interactive and
communicative. The areas modified include the language structure (grammar
lessons/drills) and the communicative use of language. Overall findings reflect general
satisfaction by the users of the modified Comarts syllabus.
Part one contains the Action Research preliminaries. Part two presents the
Special Project, the Modified Comarts Syllabus.
Introduction
Computers can be tremendously useful tools for English language instruction.
They can process data quickly and integrate voice, music, video, pictures, and text into
lessons. They can be programmed to tailor instruction and tests for each individual
learner. They can even be used to make students feel more comfortable and willing to
take risks, because of their "untiring, unjudgmental nature" (Butler-Pascoe 1997:20).
With that, a lot of researchers argue that computers should be used for language
instruction.
While there are many potential benefits to be derived from these “machines”, the
issue now is not whether but how computers should be used for language instruction.
Regardless of the speculated disadvantages of using computers for language instruction,
advanced by some individuals or groups, computers and CALL materials are already
being used for English language instruction and will continue to be used. It can be used
as a modern approach towards language teaching and learning in which the computer is
utilized as an aid to the presentation, and as reinforcement and assessment of material to
be learned by usually including substantial interactive materials. Over the years, with
the emergence of the World Wide Web or the Internet, CALL widened its scope. It has
become communicative, interactive and explorative such that audio and video exercises
or activities can easily be integrated.
The CALL is a milestone as far as language teaching is concerned. And with that
realization in mind, this project, “Computer Assisted Language Learning (CALL):
Interactive Teaching in Comarts Using a Personal Website in STI-Iligan, S.Y. 2006-
2007”, is presented.

Rationale of the Study

The role of language teaching has grown as years have gone by. As observed,
interactivity in learning becomes "a necessary and fundamental mechanism for
knowledge acquisition and the development of both cognitive and physical skills"
(Barker, 1994:1). Today, computer technology can help advocate the communicative
approach to learning language because it, too, is concerned with the interaction between
the teacher and learner, and the students' learning needs and learning styles.
 Due to the significant changes in second language teaching and learning (e.g. the
role of the teacher, the role of the learner, the role of multimedia, and the way the
learning process is conducted in the classroom settings), interaction has become an
increasingly important and relevant area of study in the field of second language
acquisition since it reflects what goes on in learning and teaching processes.
Communication is intrinsic to success, effective instructional practice as well as
individual discovery. The implementation of interactivity can be perceived as an art
(Sims 1997) because it requires a comprehensive range of skills, including an
understanding of the learner, an appreciation of software application capabilities, the
importance of rigorous instructional design and the application of appropriate learning
materials.
The increased quality interaction is directly translated into increased performance.
This expectation of the value of interaction states that a learner’s performance is based
upon a quality interaction between the learner and a qualitative input. The source of
learning ranges from pair and students, teacher and multimedia, computer and the
Internet. The introduction of multimedia technology into the education process in higher
education not only provides an avenue to reconsider teaching strategies to be adopted but
also requires reconsideration. This reconsideration should address the opportunities for
promoting the efficiency and effectiveness of learning through the use of technology.
The value of the multimedia and the Internet in the enhancement of interaction for
language learning can not be disregarded. Warschauer, M., & Healey, D. (1998) state that
the type of software and the task teachers set for students have a large effect on the type
and quality of student interaction with each other when working in pairs or small groups.
With the continuing development of technological advances in the areas of
communication and multimedia, the challenge for English (foreign language) classrooms
goes far beyond current knowledge about the effective use of technology.
Results from some studies, which can be seen from the review of related
literature, show that multimedia and Internet interaction open the doors to different
learning perspectives, different ways of behavior, beliefs, language expressions, and
styles of communication. With the advent of multimedia and the Internet, the role of
computers in language instruction has now become an important issue confronting large
numbers of language teachers throughout the world.
 With this fact in mind however, in STI-Iligan, costly computer technology in
specialized laboratories for the ICT courses remain selective through the years. Because
of this, many students still write most of their assignments by hand. Just across the street,
the business world -- the world of the Internet cafes-- is humming with computers. The
students entering the place often lament that they find the experience so different-- like
that of discovering an alien world -- a world in which they need great skills for their
survival. While technologies abound, language teaching in STI-Iligan still remains in
the traditional set-up. It may have changed a bit for it uses the Standardized Courseware
yet the teacher still remains to be the center of learning. The learning activities which
are largely dependent on the courseware are too structured and very limited in interactive
activities. Students may have a lot of ideas, information and insights to explore yet with
the limitations stipulated in the courseware, they may not be able to explore their own
skill. For an ICT school, this would certainly be very ironic.
Based on this premise and based on the researcher’s personal teaching experience,
there is a need to consider carefully the use of computer technology in teaching the
language. On this special project, the use of a Personal Website is sought to its
maximum use because of its capabilities to enhance language learning. It’s an
innovation that will not only benefit the teacher concerned but the students as well.

Review of Related Literature

This study is concerned with the English language learning through the use of a
CALL software and Personal Website. The learners are introduced to the CALL
materials and then set about answering the activities presented. To understand how it
works, it’s better to review the following related literature:
Computer as stimulus and second language acquisition theory. According to
Long (1985, cited in Meskill, 1993: 323), communicative tasks that involve learner
interaction and the active negotiation of meaning are widely accepted as having
significant pedagogical value. From this theoretical stance computers have often been
assigned the role of stimulus for talk. Mohan (1992: 116) refers to Krashen’s theory of
second language acquisition and points out that peer interaction at the computer offers
learners real language tasks, therefore providing comprehensible input and negotiated
interaction, the essential conditions for language growth.
 In 1984, Underwood (1984: 95) claimed that "it may very well turn out that the
biggest advantage of using CALL software is a side-effect, the dialogue that occurs in
front of the screen rather than on it". Mohan (1992: 116) noted that spontaneous talk
around the computer is a natural communication task occurring as part of a larger
interaction and is valuable because it is purposeful rather than contrived as many
classroom activities are forced to be. Mohan (1992: 123) claims that the computer can
provide real contextual support for the dialogue between its users, as the focus of their
attention and the target of their actions and speculates that co-operation between two
people in front of a computer can require a series of choices and decisions whereby the
learners must propose, discuss and agree on an action. Much of the research in the early
1980’s similarly theorized that computers had the potential to stimulate reading, writing,
conversation (macro skills) and presumed the positive effects of this on communicative
competence.
Computers and Grammar Teaching. Higgins describes three different models of
grammar teaching: Instructional, Revelatory and Conjectural.
In Instructional grammar, explicit statements and formal exercises are consciously
learnt and presented in a systematically organised way.
In Revelatory grammar, the exchange of meaningful language is promoted;
grammatical correctness is not the goal and sometimes it is not even demanded from
students. No systematic progression of contents is followed and no memorisation is
required.
Conjectural grammar implies working with the target language in an inductive
way. Thus, students work out rules from data, form hypotheses and test them. By this
kind of grammar is also understood when students arrange their partial knowledge of a
language CALL and the Internet

Subjects Related to L2 Teaching and Learning that can be found in the Internet:
This part will serve to make a bit more evident the endless source of material for teaching
and learning English as a second language that the web represents. Many of the sites
that are going to be used contain hypertext, graphics, audio and e-mail, thus providing
students with multimedia learning environments for second language learning.
The history of CALL suggests that the computer can serve a variety of uses for
language teaching. It can be a tutor which offers language drills or skill practice; a
stimulus for discussion and interaction; or a tool for writing and research. With the
advent of the Internet, it can also be a medium of global communication and a source of
limitless authentic materials.
The computer as stimulus categorically includes software which is used not so
much as a tutorial in itself but to generate analysis, critical thinking, discussion, and
writing. A lot of programs can be used as stimulus.
Computers can be used directly as tools for word processing, grammar studies,
and collaborative writing. Learners can use it any time.
Investigations into the quality of learning with the use of computer. Recently
though, there has been research examining the actual talk produced by groups of students
while working at the computer and it seems there are no guarantees that students will
engage in meaningful conversation. Piper (1986) looked at "conversational spin-off"
from three small groups of students of English as a Foreign Language (EFL), each
working on a different text-based CALL program. She found that little self-correction of
error occurred and speculated that it could be the nature of these computer tasks and the
learners total absorption in them which may have precluded their monitoring of language
use. Piper (1986:194) reflects that this un-monitored use of a second language should,
according to the theories of Krashen, facilitate the acquisition of that language. She
determined that the conversational spin-off from these three tasks was very limited and
that although the range of language functions in these CALL conversations was quite
wide, in terms of lexical and syntactic variety the discourse was "impoverished", with
many single word utterances and repetitions of screen text. She also found that there
was little negotiation of meaning between the learners. Piper (1986:195) speculated that
it is possible that these CALL programs do not create the incentive for students to
"extend themselves linguistically" because the learners are fully occupied with activities
which do not require extensive language use.
In a study comparing the kinds of interaction generated by computerized and non-
computerized cloze tasks presented to two groups of ESL students, Windeatt (1986: 88)
found the "variety of content rather more limited than expected." He anticipated,
correctly, that the discussions would consist predominantly of suggestions and counter-
suggestions, and general expressions of agreement and disagreement. However, he also
expected, but found little evidence of, explanations for suggested answers, or reasons for
rejecting them. Windeatt (1986:80) also related these findings to the nature of the
computer task, in that, because of the computerized form of the activities students tended
to try out a number of guesses, rather than discuss alternatives with their partner. He
noted that the students appeared to be working as individuals rather than members of a
group. However, since these findings related to both types of activity perhaps we should
be questioning the nature of tasks rather than CALL activities. Abraham and Liou
(1991) sought to investigate the "gloomy picture" of discourse generated by the computer
being limited in amount and complexity, and in a study similar to Piper's investigated the
conversation of ESL learners working in pairs on three different types of lessons
(Articles, a grammar lesson; Eliza, a "free" communication program; and Lemonade
Stand, a problem-solving simulation). The discussion in their data was found to be of a
higher quality than that in Piper’s study with longer turns and more fully expressed ideas.
Abraham and Liou (1991:101) noted that Piper’s students obviously felt their primary
responsibility was to complete the task posed by the computer whereas in their study the
learners were also told to discuss the questions or problems. Abraham and Liou
concluded that the more open-ended the tasks, the richer the communication, but that
overall "computer programs spark useful discussion among computer users."
In a study of the interactions between pairs of native and non-native students
Meskill (1993) found a greater result in terms of learning grammar, composition and even
conversation and concluded that the language requirements of the three-way
configuration of one computer and two people, amounts to a linguistic juggling act for
the non-native speaker yields a considerable result. Other studies include Jones’s (1986)
experience of a computer simulation which generated language which was limited in
function and range until he tried a different approach with respect to preparation,
classroom management and feedback; subsequently the computer simulation did provide
excellent stimulation for grammar, speaking, reading, writing and comprehension.
Another related study is the Computer-assisted Instruction (CAI). The
Association for Education Communications and Technology (1977) has defined
computer-assisted instruction (CAI) as a method of instruction in which the computer is
used to instruct the student and where the computer contains the instruction which is
designed to teach, guide, and test the student until a desired level of proficiency is
attained. This paper attempts to present a contemporary view of a body of research on
the effectiveness of CAI or CALL as a teaching tool, especially as it impacts academic
performance. Following the definition above, this paper addresses the question of
whether or not CAI or CALL can be effectively utilized to teach, guide, and test students.
There has been a dramatic increase in the capabilities of computers, along with
reduced cost, that has influenced an increase in the various forms of computer-delivered
instruction (Brown, 2001). This increase has been seen in education as well as in other
disciplines (Passerini, 2000). Throughout the 1980's and 90's computers have been
generally heralded as being an effective teaching methodology (Christmann & Badgett,
2000). Adequate research, Coffland (1999), in discussing the status of technology use
in education, noted an ample justification for research into how computers are used in
education. In their focus on the status of research on the efficacy of CAI, Christmann and
Badgett (2000) also suggest a need for research by arguing that, "despite the accolades
heralding CAI as the effective teaching methodology, there is still no documented
evidence verifying its perceived superiority" (:92). While the authors of this paper also
feel more research is needed concerning the effectiveness of computers in education, this
research is intended to show that it can be an effective mode of instruction in the
education environment and or to "prove" the superiority of CALL (Christmann &
Badgett, 2000; Christmann, Badgett, & Lucking, 1997).
Hopes and claims about the potential benefits of computer technology in language
education have documented the context of the computer-assisted language learning as
(CALL) environment effective. In the review of internal and external validity issues in
research on CALL, Chapelle and Jamieson (1991) note that the behavior and personality
of students (and, by extension, teachers), the methods of instruction, the variability of
target language input both inside and outside the classroom, and students' reasons for
studying the language have a large impact on the language learning environment.
It’s even worth mentioning that some of the schools in the Philippines are already
using this method or approach. We have the MSU-IIT’s Online Learning Environment
(MOLE) and that of the University of the Philippine’s Distance Learning. Both methods
use computer and the Internet. What is not certain as to this writing though is whether or
not the professors use their personal website in imparting the materials or lessons to their
students.

Theoretical Framework
 The CALL theoretical framework, which explores the related studies that support
this special project, can be gleaned based on the following explanations:
Many routes can lead to Computer Assisted Language Learning (CALL). In one
scenario, a computer-literate parent may discover a delightful reward and punishment
system with sirens and melodies by which to encourage a youngster to learn whatever the
parent could get from the computer, maybe even a foreign language: thus the foundation
myth of the Transparent Language. In another scenario, a far-sighted language and
literature professor might have witnessed instructional software in another field, say,
economics, and recognized its applicability to the language learning enterprise. Yet
others may have begun in the realm of testing and evaluation, first on paper and face-to-
face but in due course also by computer adaptive means. And a whole other cadre of
practitioners established their credentials in Linguistics and Philology before stumbling
upon a computer and applying their genius to CALL.
It does not require the pioneering genius of a century ago to acquire or develop
someone else's or one's own theory of (language) learning. In broad strokes, most
theories can be encompassed in a field limited by Pavlov's dog, salivating to the sound of
a bell, "structuralism," "generative grammar," the "natural method," "parallel distributed
processing" (PDP), and "Cognitive Theory".
The oldest and most influential of modern learning theories surely go back to
Pavlov and was codified for twentieth-century audiences by B.F. Skinner. The
"behaviorist" mode begins with the empiricist axiom that all psychological data should be
limited to that which is observable. On that basis, the concept maintains that human and
animal learning closely resemble one another. To begin with, the mind of the human
infant is not a tabula rasa, or blank slate. There pre-exists specific functions for every
action he/she does other than suckling. And, certainly, it is as complex and gratuitous as
the use of language. Then learning of language, just like anything else, can be
accomplished by experience, specifically by sequences of stimulus and response.
"Conditioning" is the automatic production of an appropriate or expected response upon
any given stimulus. It is the consequence of extensive experience in which the
associations between stimulus and response are cultivated and strengthened. Learning
consists in the cultivation of these associations. Language is nothing more than an
elaborate response mechanism developed through years of conditioning across critical
periods in human development.
 Having considered all those theories affecting this research, it can be deduced that
CALL can be used into three distinct phases (Warschauer, 1996): Behaviourist,
Communicative and Integrative.
Behaviourist CALL was implemented in the 1960’s and 1970’s, when the Audio-
lingual method was mostly used, and provided students with drills and practice. This
model used the computer as a tutor, presenting drills and non-judgmental feedback.
Based on the communicative approach, communicative CALL focuses more on
using forms rather than on the forms themselves. The communicative CALL
programmes provide skill practice in a non-drill format, through language games, reading
and text reconstruction. This approach still uses the computer as a tutor, although it
gives students choices, control and interaction. Another CALL model used for
communicative activities involves the computer as stimulus, as in programmes that
stimulate writing or discussions, and which may not be specifically designed for language
learners. Finally, communicative CALL also uses the computer as a tool, in programmes
that do not provide language material, but enables the learner to understand and use the
language, such as word processors, desk–top publishing, spelling and grammar check
programmes, as used for instance in process writing.
The current approach is integrative CALL, which is based on multimedia
computers and the Internet. These technological developments have brought text,
graphics, sound, animation and video to be accessed on a single inexpensive computer.
These resources are all linked and called ‘hypermedia’, enabling learners to navigate
through CD-ROMS and the Internet at their own pace and path, using a variety of media.
(Wesley,1985:12-16)
All these theories remain functional based on the above mentioned CALL
proponents hence its inclusion in the research.

Conceptual Framework
Computer Assisted Language Learning (CALL) is not a stranger to the academic
world. This project’s conceptual framework consists of three components which specify
the key elements in learning the English Language. The project’s structure and functions
will differ greatly according to how the respective components are defined. The
computer knowledge specifies what skills the second language learner acquires and the
knowledge that underpins those skills. The knowledge used in CALL is often identified
with proficiency in structured knowledge of the second language. This reflects both the
central role of the old teaching language design, and, perhaps also the more traditional
beliefs about language learning held by many CALL designers who have approached the
task from the fields of computer intelligence and Internet world. More recently CALL
systems, particularly in the high-tech world learning environments, explicitly attempt to
develop communicative competence.
Second is the project’s Website, which will foster what the student does and does
not know about the materials used. This knowledge can include the checking of errors
made, as well the learning goals that are successfully met. This model of what the
student knows serves as crucial input to the checking element of the project. The activity
uses the continually upgraded materials to check language use and errors in terms of
underlying structural misunderstandings of the language which they reveal in the tests or
exercises. This information is used in gauging student progress and in determining the
most effective mode of presentation and explanation. In addition, the site model can be
designed to take into account other capabilities of the learner, including learning
strategies and limitations due to the learner's knowledge.
Lastly, the series of instructional learning materials that specifies the tasks,
activities, and strategies used for acquiring the language. All these are to be based on the
modified COMARTS Syllabus. The modification includes exercises from Units one (1)
to ten (10). Central to the instructional component is the project’s instructional and
learning function, in which learning tasks are set, feedback given, and learner
performance assessed. The activities are typically designed so as to allow a range of
learning activities, from highly-structured program-driven activities (controlled) to those
tasks which grant the learner considerable autonomy in learning, as in discovery-based
learning activities. It will basically tackle and hone the grammar skills of an individual
learner.

Statement of the Problem

STI-Iligan campus has state of the art facilities and a computer laboratory
equipped with new hardware and software but is not fully explored and utilized in
English language teaching because of the absence of current knowledge about effective
use of technology and empirical knowledge of the best way to interact with multimedia or
even the Internet. For years, the teaching of English at STI-Iligan Campus has used
teaching methodologies with material and multimedia presentations, which have not
fulfilled the needs and expectations of both students and teachers in the learning of the
English language. A common concern among students is the technical problems in the
use of computer language software and the Internet effectively. Some would need
adequate guidance because they lack the necessary background in using it and lack the
necessary information in imparting the appropriate materials they require. Thus, its
purpose was not completely achieved.
The researcher was appointed to teach Comarts (Communication Arts) hoping to
facilitate the course and so that some unsuitable instructions on the subject will be
addressed accordingly. To solve technical difficulties is quite easy because there is a
laboratory technician who is always ready to do the technical job which is predictable in
nature. On the other end, the complexity of teaching and learning is a matter of
systematic application. The technical details of the mouse for example are simple but
the teaching principles are complicated; for that reason, we need to consider the
effectiveness of learning the English language with the use of multimedia. And so as to
approximate and have a direct control of the materials or text to be used in the language
teaching itself, the creation of a Personal Website came to the forefront.
As a result, this breakthrough in technology has been made possible for students
to be in contact with multimedia and the Internet as means to learn the language.
Teachers are introducing multimedia software as a process of exposing the students to
native realistic activities of the target language. Students now have the opportunity to
interact with the simulations of different exercises and as a result realistic input can take
place. After reviewing the literature and having had some teaching experience, the
researcher found that in STI-Iligan Campus the nature of multimedia interaction and
language learning through the use of the Multimedia and Internet has not yet been
explored. However, it is within the boundaries of their interests, likes and needs in
learning the English language.
The general objective of this study is to modify and improve the Communication
Arts Syllabus (Comarts) of STI-Iligan Campus making it interactive and communicative
using the Computer Assisted Language Learning (CALL) materials imparted through the
use of a Personal Website.
Specifically, it tried to answer the following questions:
 1. How will the CALL materials provide interactive English grammar
and writing exercises?
2. How will the CALL create interaction among the students and teacher?
3. How will the needs analysis justify the modification of the old
Comarts syllabus?
4. What areas in the old Comarts syllabus should be modified?
5. How will the lessons be made interactive and communicative? and
6. Will the modified Comarts syllabus be found satisfactory by its users?

Methodology
There are various concerns to be considered in doing this action research. There
is no simple finite number of these concerns, nor is there a simple dichotomy between
qualitative and quantitative approaches. Indeed, there is an off-cited division in the
second language acquisition (SLA) field between those researchers who favor qualitative
methodologies and those who prefer quantitative ones.
Research Design: This project is an action research. A project conducted for the
purpose of solving a problem or obtaining information in order to solve some kind of
day-to-day immediate concern such as how to figure out ways to use technology to
improve the teaching of grammar in the classroom. As such, taken individually, it is
seriously limited in generalizability. The steps involved are straightforward and direct.
To be dealt with are the needs of the COMARTS students of STI-Iligan
encountered in their traditional grammar syllabus. Data concerning the problem (both
qualitative and quantitative) will be collated and interpreted. Qualitative because the
data to be collected include a pre-survey and a post-survey and quantitative because a test
(pretest and post test) is administered. The results serve as the basis for the modification
of the existing structured COMART Syllabus.
The Research Procedure
The profile of the students’ background, experience and future needs were
obtained. The purpose of the needs analysis was to find out whether they agree or
disagree on the use of the CALL materials in language learning and to find out their
familiarity with the CALL materials and the Internet in teaching the English language.
The following are the stages by which this Special Project was conducted:
Stage One: Survey by Questionnaire
 To help determine the needs of the students, a structured interview using the
questionnaire was prepared and administered. The questions underscore four areas:
1. The first language of the respondents
2. Personal use of the computer: extent of use, programs most used, and
computer-related experience
3. The use of the existing COMARTS syllabus
4. Difficulties and problems encountered in the existing syllabus, if any.
Anecdotal records and semi-structured interviews were also sought to verify some
data and observations that need to be pointed out. It obtained information gathered
based on the actual interaction with the purposive sample, the classroom methodology
and materials seen. How the students interact with each other was also observed. On the
basis of the data gathered, stage two was implemented.
Stage two: Modification of the Existing Comarts Syllabus
Comarts, based on its definition, is designed to develop the proper habits of
thinking, listening, reading and writing good and effective English. It tackles basic
grammatical structures in English, parts of speech, nouns, pronouns, verbs, prepositions,
adverbs, adjectives, conjunctions and interjections. It is divided into ten units. The first
three units talk about the introduction of oneself and others, describing people etc., and
giving opinions. Units 4 to 6 deal with talking and asking questions, asking of price, and
agreeing or disagreeing with topics. Finally, the last three units deal with locating
people, talking and asking about current events and asking about plans. The grouping of
units into four serves as the coverage of the examinations. Everything is so structured.
(See Appendix “A”)
Under the modified Comarts syllabus, one will notice the interactive presentation
of the topics. In the rig, the topics are numbered from unit “I” to “X”. It has the
introduction and course overview. The eight parts of speech are presented from unit “I”
up to unit “VIII” with the specific Activities and Homework to deal with. It is important
to include them in the modified Comarts syllabus since the first year college students of
STI-Iligan need ample background about the eight parts of speech for review purposes
and in preparation for the implementation of the CALL interactive activities. Unit “IX”
deals with the communicative grammar activities and unit “X” - Interactive grammar
lessons. It is basically linked through the Internet using the “English Work” materials
from the Gallaudet University. Permission to use it was granted by its language director
Prof. Terry Coye (see appendix “E”). These materials can be accessed through the
personal website--www. Freewebs.com/edes. The website in itself is user friendly. It
can easily process the series of exercises ranging from the discussion of the parts of
speech, activities and homework, down to the interactive and communicative exercises.
The user or learner can surf and view all materials from the “On-line lessons” page.
Should the user navigate further; the interactive syllabus can provide interactive exercises
in grammar ranging from the easy exercises up to advanced exercises.
Stage three: Utilization of the Personal Website in the Classroom
The primary audience for the website can be just one class or a group of classes
for a particular teacher or program; often, however, the target audience is worldwide.
ESL sites exist which are designed for certain language levels, and others which do not
claim to be for any specific level. It is important to consider a site’s purpose, since
meaningful comparisons of evaluations can best be made among sites with the same or at
least similar intended goals, uses, and audiences. In this study, it can be directly used by
the Comarts students of STI-Iligan.
The Personal Website was made in response to the need of the students. The
Personal Website has drawn many of the teaching materials created and stored on the
website over the past two semesters. Because the School has used Microsoft computer
systems, the researcher needs to use the ESL Materials linkages suitable for the system.
The computer database has been compiled complete with reference numbers, titles and
related subject areas -- all of which could be easily searched and cross-referenced
electronically. This database contains different reference materials -- feature films, chat,
forum documentaries, computer programs, games, search engine and other related
materials for use in Comarts class. The personal website address: www. freewebs.
com/edes.
All these materials are provided or catalogued in the Site Navigation of the
Personal Website link buttons. The format has been set up in such a way that all
information may be displayed via electronic means with the use of the computer and
could be distributed to interested teachers and students via Internet or downloaded with
the use of a CD and (Universal Serial Bus) USB or even with the simple diskette.
The whole set-up of the personal website will allow the user to navigate on the
different pages and materials linkages. Materials are made available in PowerPoint
presentations and MS texts with built-in audio. The preparation and control over it can
be taken care of by the web owner thereby making it accessible and user-friendly. The
interactive grammar exercises, for example, can be modified anytime depending on the
needs of the students. For the beginners, they can use the easy category, medium for the
average and difficult for the advance learners. Please see unit “X” of the modified
syllabus for this matter. Again, depending on the need, the discussion and presentation
of the lessons may vary. Should the user navigate further, the site can provide
miscellaneous materials like poetry, album, movies, music, dictionary, thesaurus, on-line
games, yahoo’s google search and other sites linkages. Finally, to complete the personal
website features, the “Guest book”, “Chat” and “Comment” pages are also made
available twenty four hours a day / seven days a week (24/7). Indeed, as a working
website, other productive features in aide of learning and teaching will be added as the
need arises.
The respondents were given the opportunity to use the Personal Website during
the “test run” sometime in the third week of July 2006. They were given activities to
perform using some of the CALL materials. Guided by the moderator, they were able to
perform the activities enthusiastically with a very positive result. Their scores in the
sample quizzes were high and that they were very eager to go even further answering the
next set of exercises stored in the database. By the way, in as much as the Personal
Website is “on-line”, students can access it even without the moderator in any Internet
Café any time.
Stage four: Post-survey
After the “test-run” of the Personal Website, the respondents were given ten (10)
questions related to the use of the CALL materials, multimedia presentations and the
Internet. It was administered and answered by the thirty-five (35) respondents. All
questions can be answered by “very satisfactory”, “fair” and “unsatisfactory” answers.
Checking the blanks preceding each item will complete the needed answer. Questions
range from the use of the CALL materials down to the evaluation of the activities and
lessons presented in the modified syllabus.

The Research Setting

This action research was carried at STI-Iligan Campus, a private school located at
B. Labao Street, Quezon Avenue, Iligan City, during the first semester of AY 2006.
 There were thirty-five computers available in the laboratory. They were all
networked and Internet connected. Two computers were set for instructor use only. The
multimedia lab shared some features with the traditional audio-lingual language lab. The
teacher could teach the materials by playing audio, video, or text using the personal
website. Students could perform the activities or practice the same materials with each
other in pairs or by themselves.
The multimedia laboratory has some features that traditional language lab could
not compete with. First, a traditional language lab does not have the functions of CALL
materials on demand. With CALL, students can choose an English teaching program
they are interested in and learn according to their own pace of learning. In one scenario,
students easily get the undivided attention of the teacher and the use of the computer.
Second, the function of a multimedia lab is multiple. It does not only assume the role of
a traditional language lab, but also offers teachers more powerful teaching tools with the
aid of modern computer technology.

The Participants
The participants of this project were thirty-five (35) students taking
Communication Arts Subject in STI-Iligan. They ranged in age from about seventeen
(17) to twenty-one (21). Students received three (3) hours of English instruction per
week. From these three (3) hours, students met for 1 hour in the Comart room and the
multimedia laboratory, where computers had been installed with ESL materials for
speaking, listening, reading, writing, comprehension and grammar. All of these could be
accessed using the personal website. The study took place in the setting of the students’
"Comart Subject" class. The teacher and students met for one (1) and a half hours’
session twice a week. They are all first year college students.
The students who were purposively selected, were familiar with the basic
operation of computers such as saving and retrieving of files because most of them took
the required computer introductory course at the same school and were taking
Information Technology, Electronics Technology and Computer Sciences Courses.

Procedures and Instruments for Data Collection

 The data collected for this study were obtained from various sources: anecdotal
records and structured questionnaire were made during the conduct of the study. Also, a
semi-structured interview was carried out with the same group of students.
During the two (2) months period, in agreement with the proposed research
design, data on the needs analysis were collected. The purpose of the questionnaire was
to understand how students use the computer software, feel and communicate their
experiences at the level of language use in the classroom or even in the computer lab and
the use of the existing syllabus. During that period, students had the opportunity to
interact and discuss with their teacher about the activity at hand. This interaction allowed
the researcher to observe the whole process especially on the use of the computer.
An in-depth analysis of the collected data was carried out. All were based on the
confirmation of the data above. The anecdotal records in the journal and Interview,
students’ questionnaire and the transcription of the interview provided the needed
information which illustrated the needs of the students.

Findings and Data Analysis

The following are the results of the needs analysis based on the students’ survey
questionnaire. Table 1 presents the first languages which the thirty five (35) purposive
samples speak.
Table 1. First Language of the Respondents
Sebuano Maranao Hilonggo
28 or 80% 6 or 17.14% 1 or 2.86%

Based on the result, in question number one (1), it has been observed that twenty-
eight (28) students out of the thirty-five (35) respondents or 80% speak the Sebuano
language, six (6) or 17.14% the Maranao language and one (1) or 2.86% the Hilonggo
language.
Table 2 presents the perception of the respondents towards the use of English as a
Second language. Its purpose is to determine whether or not they favor the use of the
language in the classroom.
Table 2. Perception on the Importance of the English Language
Question Yes No
 2. Is English important to you? 100% 0

Here, respondents favorably answered “yes”. Thirty-five (35) students or 100%

answered “yes”, significantly suggesting that English is important to them.
Table 3 typifies the familiarity with the Computer and the Internet. It helps in
identifying their computer skills and their interest in the use of the same tools or devices
in language teaching.
Table 3. Familiarity with the Computer and the Internet
Questions Yes No
3. 1. Using/Navigating on the Internet 32 or 91.43% 3 or 8.57%
3.2. Using the Microsoft word 32 or 91.43% 3 or 8.57%
3.3. Using the Internet Materials in Comarts class 32 or 91.43% 3 or 8.57%
3.4. Chat Programs (Chat, Messenger, YM, etc.) 32 or 91. 43% 3 or 8.57%

Question number three (3), specifically in 3.1, thirty-two (32) or 91.43%

answered “yes” which answered the question that they knew how to use the Internet.
Only three (3) or 8.57% got the “no” answer. In question no. 3.2, again thirty-two (32)
or 91.43% answered “yes”, suggesting that they know how to use the Microsoft Word.
Three (3) or 8.57% answered “no”. Questions number 3.3 and 3.4, have the same reply to
that of question number 3.1 and 3.2 with three (3) or 91.43% and 8.57% “no” answers
respectively. Looking at the frequency count, it can be deduced that these students have
the capacity to use the Computer and the Internet. All these will help in the conduct of
the CALL activities since many of the sites that are going to be used contain hypertext,
graphics, audio and e-mail, thus providing students with multimedia learning
environments for second language learning.
Table 4 denotes the experience in the use of Video-conferencing in the classroom.
It will demonstrate if they are ready or not in using it.

Table 4. Experience with Video-conferencing in the Class

Question Yes No
4. Have you ever participated in Videoconferencing in
3 or 8.57% 32 or 91.43%
the class?
 In question number four (4), which asked about the use of computer
videoconferencing, thirty two (32) or 91.43% answered “no” and three (3) or 8.57%
answered “yes”. This means that only three (3) students experienced or participated in a
video-conferencing in the class. Among those who answered yes one said he chatted
with friends, another used it in a trial run in an Internet café and the last one in his
previous school. This suggests that only a handful experienced the video-conferencing
activity which at present is already very popular. Many people may think that the same
activities that students undertook in Videoconferencing could be developed in a normal
classroom environment; that Videoconferencing does not really bring anything new into
the ESL classroom. Nevertheless, these people will probably change their mind if they
discover that communicating with the aid of a computer enhances the students’ personal
confidence. Indeed, students mentioned that once they got used to the computer
conferencing technology they felt less stressed and more confident in other language
learning situations.
Table 5 shows the perception of the respondents toward the use of the Computer.
Table 5. Perception Towards the Use of Computer
Question Yes No
5. Do you feel at ease using the computer? 35 or 100% 0

To questions number five (5), all of the respondents answered that they felt at
ease using the computer. There were thirty-five (35) respondents or 100% who answered
“yes”.
Table 6 presents how comfortable the students would be if they will encode in
English. The use of computers in the class demands a certain skill in encoding thus were
asked if they would be ready for it.

Table 6. Feeling Towards Encoding in English

Question Yes No
6. Do you feel comfortable encoding in English? 35 or 100% 0
 All thirty-five (35) respondents or 100% favorably answered “yes”. They feel
comfortable encoding in English. That, again, demonstrated a positive sign that these
students favored the use of the computer in the classroom.
Table 7 shows information on the effectiveness of the lessons found in the old
Comarts syllabus.
Table 7. Effectiveness of the Grammar Lessons in the Old Comarts Syllabus
Question Yes No
7. Is using the traditional lessons in grammar in the
13 or 37.14% 22 or 62.86%
classroom still effective?

In here, it is significant to note that majority of the respondents expressed a

negative answer toward the use of the existing Comart syllabus. Quite a number of
respondents said: “It’s boring”, “no challenge” and “Balik-balik” (repetitive) to quote
some of the given negative comments written in the journal. Twenty-two (22) or 62.86%
answered “no”. They no longer find the current syllabus effective and only thirteen (13)
students or 37.14% answered “yes”. In here, one will see a notable disparity that needs
to be addressed. The data justify the modification of the old Comarts syllabus.
Data taken from the anecdotal records/journal showed that the utilization of the
personal website in the classroom made language learning achievable. Computer use in
an English classroom played an integral part in language learning. The process of
learning has been changed by the presence of computers. As with all educational tools,
it answered significantly the different needs of different students. The only "downside"
perhaps is the fact that some students do not want to leave the room at the end of their
class period.
It was further observed that:
1. Students, teacher and computer interactions emerged generating an individual
and pair work activities. Warschauer (1998) declared that one of the main benefits of
using CALL is the interaction at the computer: between student and student, student and
teacher, and student and the computer.
2. It was also observed that there was more student-computer and student-
teacher-computer interaction. For a number of reasons, some students liked to interact
individually at the computer. For instance, students did not feel any anxiety working
with the computer because if they committed mistakes the computer did not make fun of
them. Some students also felt better doing things by themselves; they did not like to
work with others. Others liked to manipulate the mouse by themselves; they did not
want anybody else to do it for them. In the laboratory there were enough computers
therefore students could work individually at a separate computer. It was up to them if
they chose to work individually or in pairs.
3. In this study, interaction is characterized by pair work, group or team work. It
was observed that when working in a series of activities they were having fun because
they laughed often and learned a lot. Further more, the following journal entries indicate
that the student is motivated by the multimedia activities: “Students are really stimulated
to work with the multimedia activities. One student is exploring the different activities.
She likes to answer the on-line quizzes. At times, she laughs and she tells me, “Sir I
really like to learn with computers because they are fast and you can work on what you
really like; she affirms that she is stimulated by the interactive exercises. After their
classmates finished their activities they left; however, she continued working with other
activities, doing extra work".
During the semi-structured interview, respondents reached understanding working
with multimedia about aspects that they have not understood in the traditional classroom.
This fact is confirmed by the following journal transcription: "you see I did not
understand in class about the use of “s” in the Nouns and Verbs but now I understand it.
The examples helped me comprehend the different usages”. What happens is that in
class the teacher explains and he uses good examples which we could expand with the
computer explanations.
As this action research developed, from time to time, students were encouraged to
interact with each other. To enrich the interaction, the researcher determined what
strategies will work and how to do it. Therefore, using the modified syllabus, it made
activities which encouraged students to promote multiple-level interaction during class
time very easy. It generated an interaction taking place between the learner and the
content, the learner and the instructor, and between learners.
The role of the teacher has changed from source of knowledge to moderator,
facilitator, coach, helper, model, and guide of knowledge construction. It is not easy to
change the teacher traditional role of simply showing students how to do things and
providing them with the answers. It would be much better to require students to engage
in activities that make them become critical thinkers using the computer or multimedia as
a learning partner.
The role of the learners has dramatically changed too. As active participants in
the process of interacting with multimedia, students became responsible for their
learning. The following journal entry indicates that the student can develop his/her
autonomous learning style: “one student finds the activities very good and that he would
like to take it to study at home. He is disciplined and has turned responsible enough to
study by himself". Students became problem solvers when they had to find the answer to
questions posted to them by the CALL materials based on the modified syllabus. In the
following journal entry students were seen to be collaborating with each other to solve a
problem: “Students are working on a Crossword puzzle. They discuss and agree which
one is going to be right answer. Because all the instructions are given in English they
first try to understand the meaning and then they decide where to go."
Some students found Power Point presentations and other animated images very
interesting; during the semi-interview most of the students answered that they like it
because images give life to activities transforming the pictures into realistic interlocutors.
They also believe that using and learning computer skills is essential to their future
success. In sum, with conviction, they learn to work with other persons and it will be
beneficial in the future when they might have to interact with people from other cultures.
Through the journal record, one of the students said: "so far the activities are
important and I do not get bored… why I don’t know because I like to work with
computers and can go to different activities, etc." Students affirm that they want to
continue using the computer CALL program. Students feel free navigating and they can
do so by moving at will through the various sections of the Personal Website. When
students walk into the lab to take their Comarts class, they perceive it as a place where
they claim and defend their roles that has been given by the social institutions which they
have not been previously exposed to. Now, it’s tempting to say that students of the new
technological society are going to work for a different environment than the one of their
preceding generations. A teacher’s obligation is to have an open attitude toward the
changing word of our students and if we are capable to incorporate those changes in our
lives it is even more beneficial as it has been made easy through the use of the aforesaid
materials.
 The test run. To find out how the thirty-five (35) respondents feel about the new
modified Comarts syllabus, a test run of the lesson about “noun” using the Personal
Website was undertaken. They were asked to answer the corresponding activities which
they found very challenging and exciting since all of them were electronically made
interactive. After the testing, they were asked to answer the post survey questionnaire
(see table 8).
The result of the Post-survey. Table 8 shows the answer to the Post-survey
questionnaire. Their answers determine not only their concept and interest towards its
use but also on how effective it would be when used in an actual classroom setting. It
establishes answers to the questions whether or not the CALL materials provide
interactive English grammar exercises, how will it create interaction among its users, and
how will it help improve the students’ grammatical competence.

Table 8. Feedbacks on the Utilization of the Modified Comarts Syllabus

Very
Questions Fair Unsatisfactory
Satisfactory
1. Clarity of instructions given during
35 or 100% 0 0
class time
2. Clarity of instructions in the exercises
35 or 100% 0 0
using the internet
3. The use of LCD in the class 33 or 94.28% 3or 8.57% 0
4. The use of Computer 33 or 94.28% 3or 8.57% 0
5. Use of discussion forum using the 4 or
30 or 85.71% 1 or 2.86%
personal website 11.43%
6. How encouraging are the class
35 or 100% 0 0
activities
7. Series of activities are easy to manage 35 or 100% 0 0
8. Series of activities are easy to perform 35 or 100% 0 0
9. Lessons can be done in a group or
35 or 100% 0 0
individually
10. Overall evaluation of the new syllabus 35 or 100% 0 0

From the post-survey result, it was observed that most of the respondents
answered “very satisfactorily” the questions regarding the clarity of the instructions given
during class time, clarity of instructions in the exercises using the Internet, how
encouraging are the class activities and that the lessons can be done in group or
individually. A few answered “fairly” on the questions that asked about the use of the
LCD and computer in the classroom. Consequently, there was just a very negligible
percentage of only 2.86% in the question asking for the use of discussion forum using the
Personal Website. Overall, the use of the new modified Comarts syllabus was evaluated
very satisfactorily. As such, one would manifest that the respondents were ready for the
utilization of the modified Comarts syllabus.
On the basis of this post-survey result, the thirty-five (35) purposive samples who
served as the respondents of this study answered favorably in using computers in the
classroom. They were not only motivated but found the activities very satisfactory. They
found it easy to perform their tasks with the help of the new Comarts syllabus which they
could easily access through the Personal Website. “Wow, we’re getting high tech!”, is
one of the comments observed and listed in the journal. And to sum it up, one of the
students commented during the interview: “If this is how we take our Comarts class, I
would be very happy because I find the lessons easy to understand”. Students felt that
they could use the language without too much anxiety about surface errors and instead
focus their attention on higher levels of text structure such as performing, creating and
developing ideas.

Conclusion
In conclusion, using CALL materials in the Personal website in language teaching
is advantageous for both learners and teachers. It is ideal for carrying out repeated drills,
since the machine does not get bored with presenting the same material and since it can
provide immediate non-judgmental feedback. With it, there is a joint motivational
element that makes the students’ participation free and spontaneous. That element also
promotes interaction and new roles for both students and teachers. Therefore, students
have more responsibility, risk taking, interaction and self-evaluation towards learning.
Learners interact at their own pace and according to their learning styles; consequently,
they tend to perceive the computer activities as less threatening and inhibiting than
traditional classroom oral interactions. It also entails the meaningful use of the target
language and demands teachers and students to treat language as a medium of
communication. CALL makes language teaching or grammar learning communicative
and interactive. It can present such material on an individualized basis, allowing students
to proceed at their own pace and freeing up class time for other activities. It allows and
encourages students to generate original utterances rather than just manipulate
prefabricated language. It can judge and evaluate everything the student user does and
reward them with congratulatory messages, scores, and lights. The exercises allow for
immediate feedbacks is flexible to a variety of student responses. It can even use the
target language exclusively and creates an environment in which using the target
language feels natural, both on and off the screen. It is further concluded that the use of
computers helped establish interaction among the students and teacher. Also, the needs
analysis justified the modification of the old Comarts syllabus, the modified syllabus
succeeded in presenting new materials for grammar lessons making it interactive and
communicative, and the Modified Comarts syllabus proved very satisfactory among its
users. Consequently, students become more involved with explicit learning more often
as they are exposed to a substantial amount of activities they take from the modified
Comarts syllabus.

Recommendations
Overall, this special project succeeded in answering the needs of the Comarts
students of STI-Iligan. The questionnaire, survey, journals and interviews, have laid
down answers justifying the modification of the old Comarts syllabus. It answered the
general objective of the study—to modify and improve the Communication Arts Syllabus
(Comarts) from being so structured and traditional to an interactive and communicative
with the use of a personal website and CALL materials. The CALL materials were able
to provide interactive English grammar and writing exercises. The series of multimedia
exercises in grammar help improve the students’ grammatical skills and the interactive
activities helped develop the students’ grammar competence.
 The students’ interest and skills in the use of the computer suggest that they are
ready for interactive and communicative Comarts lessons. It means there is a need to
modify the existing syllabus. Its modification would entail changing it from a highly
structured syllabus to an interactive and communicative one. Now, all premises
considered, it is wherefore recommended that the old Comarts syllabus be modified and
that the modified Syllabus be adopted and implemented to answer the needs of the
Comarts students of STI-Iligan.
What follows is the Special Project itself, “Computer Assisted Language
Learning (CALL): Interactive Language Teaching in Comarts Using a Personal Website
in STI-Iligan, S.Y. 2006-2007. In it is the “Modified Comarts Syllabus” with its Course
Description, Objectives, Specific Objective, Methodology, Topics (with units from I to X
with the corresponding Lessons, Activity and Homework), Evaluation and On-line
references. In the Modified syllabus are the Materials: Unit 1, Nouns; Unit II, Pronouns;
Unit III, Verbs; Unit IV, Adjectives; Unit V, Adverbs; Unit VI, Prepositions; Unit VII,
Conjunctions and Interjections; Unit VIII, Subject-Verb Agreement; Unit IX, Let’s get
Communicative; and Unit X, Interactive Grammar Lessons. All of these can be accessed
using the Personal Website anywhere 24/7. Exercises and Homework are all stipulated in
every unit of which all learners can perform anytime they want. While it was noted
earlier that the personal website is user friendly, users are reminded to take extra care in
surfing the site. They might be brought to other remote sites which hold no bearing on
the lessons and CALL activities. It is therefore recommended to consult the teacher in-
charge of the website for instructions. The Personal Website can be accessed at http://
www.freewebs.com/edes

Online References:

1. http://iteslj.org/
2. http://depts.gallaudet.edu/englishworks/grammar/partsofspeech.html#interject
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3. http://grammar.ccc.commnet.edu/grammar/index.htm
4. http://grammar.uoregon.edu/toc.html
5. http://personalweb.smcvt.edu/gsl520/multimediaCALLlessons.htm
6. http://xnet.rrc.mb.ca/leshanson/Writing_Resources.htm
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