Achievement in Language Learning: Effects of Various Computer Assisted Activities and Computer Literacy


ŞENGEL E. , Oncu S., BALTACI GÖKTALAY Ş.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, vol.29, no.1, pp.267-279, 2014 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 29 Issue: 1
  • Publication Date: 2014
  • Title of Journal : HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Page Numbers: pp.267-279

Abstract

The purpose of the study is to determine the factors affecting the student gain in achievement in English classes and to determine the factors that are related with the student scores on English classes by using a computer assisted language-learning (CALL) software, called DynEd. More than 600 grade 4 to grade 7 students from 10 secondary schools were invited to take part in a pre-test, a post-test, and a student survey between fall 2009 and spring 2011. Two separate regression analyses were run to probe the research questions. It was found that being a student of grade 6 and grade 7 significantly matters in terms of achievement in English scores as well as possessing MS Word and MS Excel skills. Moreover, the DynEd-related activities had no impact on achievement scores at all. However, students who felt themselves comfortable in Excel performed worse in achievement.