Summary
This chapter presents briefly the study, the results, pedagogical implications of this study and some recommendations. Further studies are also suggested.
5.1 Summary of the Study:
The present study was aimed at exploring the effects of using computer to enhance students’ listening and speaking skills achievement. It also tried to explore the attitudes of the Yemeni learners of English towards the use of computer in language learning and to decide whether computer may have a valid place in language teaching and learning at the university level.
The scope of the study was particularly to examine the effects of using computer on teaching listening and speaking skills. Other skills were not in the scope of this study.
The subjects of the study were 174 students from the English Department, Faculty of Education, Hodeidah University, Yemen. The study followed the pre- and post test design studies. A pre-test was administered before the experiment (at the beginning of the academic year 2006-2007, to the first year students of English Department. Then the study was conducted over two semesters. Two groups of 20 students in each were selected. One group (the experiment group) was taught the “Spoken English” courses with the help of computers and the second group was taught the same content but in traditional ways. At the end of the study, a post-test was administered to both groups. A questionnaire and a survey were administered to elicit the students’ attitudes and feeling about the use of computer in their “Spoken English” courses.
Analysis of the three components of the study (the pre-and post tests, the questionnaire, and the survey) provided the following results:
1- The students’ achievement in “Spoken English” courses was higher in the case of the experiment group in which the computer was used as an aided tool for teaching. The students in this group scored higher than the students in the control group by 20 points as indicated by the t-test analysis. The difference is significant (P- value < 0.05)
2- The students in the experiment group were more active and did the exercises with enthusiasm. Whereas, the students in the control group did the exercises but not in the same way as in the experiment group. The use of computer in the experiment group was one of the main reasons for the students’ active work and enthusiasm.
3- The means of the students’ responses to the questionnaire and the statements written by the students themselves in the survey showed that the students had been exposed to many exercises which paid more attention to listening skill. A variety of listening exercises were provided through the computer. This could not be done if the traditional tools were used in these courses.
4- The courses paid more attention to speaking skills, too. The students found many interesting topics to speak about. As shown in the survey, the students urged for longer period of these courses. They found these courses useful and developed their speaking skills.
5- The percentage of absence was very low in these courses, as observed by the researcher. This happened due to the interesting and attractive ways of teaching, as stated by the students themselves in the questionnaire and the survey. The students stated that they tried their best to attend all “Spoken English” classes. They did not want to miss any class. They felt that every lesson presented something new and very important for them.
6- The “Spoken English” courses, in which computer was used, encouraged the students to speak about many topics using English. Students felt that they were not fluent speakers of English, but they felt that this could be achieved by more practice. Generally, they felt that this was the best way to help them to gain fluency and in this environment, they tried to speak more with their teachers and classmates using English.
7- With the help of computer language learning software packages, students felt that they could study at their own pace at any time.
8- According to the students’ own statements, they felt happy and comfortable to learn “Spoken English” courses when computer was used. They enjoyed doing the exercises of these courses.
9- Many students felt that the use of computer for presenting conversations of the native speakers of English had built self-confidence among them. They also felt that, after these courses, they could understand the native speakers of English easily.
10-The students stated that they had preferred using computer in these courses. Moreover, they urged for integrating the computer in the other courses.
11- Many students, as shown in the questionnaire, preferred using computer in groups or with the whole class under the teacher’s control by using projectors, speakers...etc. This happened because of their “computer illiteracy”.
12-Using computer to do group works will facilitate the collaborative learning. As it was observed, students worked collaboratively when they were asked to use computer for doing the exercises.
13-With the help of computer, students can be exposed to the culture of the native speakers of English. They also can be exposed to a variety of accents (such as American accent, British accent…etc.).
5.2 Pedagogical Implications
Based on the results of the present study, some important points need to be considered for teaching “Spoken English” courses and other English language courses. Some more points should also be considered for the whole curriculum. These points are discussed as follows;
1- Students should be exposed to a variety of listening activities. The aims of these activities can be considered as warm-up exercises. After these activities, the students will be able to discriminate the sounds of English, the stress, intonation and other aspects of the spoken English.
2- Speaking is a very important skill for language achievement. Students feel happy and confident when they speak English fluently. To achieve this, students need to practice. They have to speak in English regularly. To speak, the students need “real” or at least “life-like” topics. When computer is used, many interesting topics can be provided. This will facilitate the ways for communication between themselves and with their teachers. The students can “imitate” the English spoken by the native speakers of English, or they can utilize some utterances of these speakers who are shown in the video extracts or in the conversations presented via computer.
3- One of the reasons for students’ absence is the way of teaching. The classes are boring. Students felt that they are passive. The teacher speaks and they have to listen and take notes. To pass the exams, they have to memorize what is written in the handouts. The materials used for teaching are tiring. But when the computer is used, the situation will be different. The classes as well as the materials will be more attractive and interesting. Students will find that they are active. They find something valuable to work on.
4- As it is observed in some circumstances- even at the end of some courses “weak” students become “weaker” or no development can be recorded. One of the main reasons for this is using the same materials and ways of teaching and evaluation for all students. Those “weak” students need more attention. They need extra efforts to improve their English. Using computer language learning software packages for self-study will help these students to develop their English. They can do extra exercises at their own pace and at their convenient time. This will help them to be improved without affecting their feeling of being “weak” or “less intelligent”. As Chapelle and Jamieson (1986:28) point out that:
Computer can enhance individualization which refers to the fact that the computer enables students to work alone and at their own pace. . . Poor students can attain additional practice outside of the classroom so that the teacher does not have to slow down the rest of the class. It also allows the teacher to maintain the interest of good students by providing them with advanced materials.
5-Motivation is a very crucial factor for better learning. If students are highly motivated, their language achievement will be high. Motivation is regarded as Eiyildirim and Sally (2006:3) point out
As a key component of a model of language learning. Moreover, students with high motivation usually progress more rapidly in learning. One of the ways to motivate students to gain more knowledge and more use of English is using computer in teaching and learning.
5.3 Recommendations
Based on the results of the present study and their pedagogical implications, some suggestions and recommendations are introduced in this section. These suggestions and recommendations, hopefully, will help improve the situation of English language teaching and learning at the Departments of English, at the Yemeni universities and English language teaching in Yemen, generally.
1- University teachers and students need to be trained with basic computer skills. The university should provide special training courses for the university staff. The aim of these courses is to enable the university teachers to handle this machine and how to use it effectively in their teaching. It is believed that if the teachers know how to use this technology, they will use it effectively in their teaching. Also, this knowledge will lead to positive attitudes towards this technology among the teachers themselves. The success of using computer in language learning depends on the attitudes of teachers towards computer and its use in language teaching and learning. Ramanair and Sagat (2007) point out that the teachers’ attitudes towards multimedia technology influence students’ attitudes towards technology.
2- The students should study these courses that enable them to use computer. The course that is offered to the students in this university over one semester should provide them with more practical activities instead of theoretical and historical background about the computer. Students should know how to use the basic computer applications such as Windows, Ms-office, Internet and other programs that will be useful for their learning.
3- The university should conduct seminars, workshops, and conferences to discuss the latest trends in computer-assisted language learning, its new techniques and methods. The university staff needs to be updated and their knowledge about CALL should be refreshed continuously.
4- Many computer labs should be installed in the university. These labs should be provided with enough computers, so the students can practice at any time. The English Department should be provided with, at least, one lab. In addition to the hardware and peripheral devices like printers, CD-writers, etc, high speed internet connectivity should be available in these labs through campus-wire Local area Network (LAN).
5- Computer software packages for language learning for the Yemeni learners of English should be prepared by experts who are familiar with the situation of English language teaching in Yemen. These experts know the Yemeni learners needs and levels of English. They also know the cultural background of this society. Warschauer (2002) points out that we have to do what is appropriate in our own circumstances. There is no computer program that everybody should use. These efforts need to be carried out in collaboration with many institutions and organizations interested in developing English language teaching in Yemen such as the British Council and AMIDEAST.
6- Nowadays, the number of English language teachers in Yemeni schools is good. Hence, the focus should be shifted from quantity to the quality. This can be done if a reasonable number of English language students are accepted every year, so it will be applicable to use computers for individual works, pair works and so on.
7- The ‘old’ methods do not require ‘new’ techniques. The methods that are used in teaching English in Yemeni universities are often not updated. So, first of all, the university teachers should be trained to use these new methods. This will lead the teachers to use ‘updated’ tool for language teaching.
8- The university may set up a homepage/web-site on the internet which can have the news, announcements, etc of the university. There should be link for every department. In the ‘English Department’ page, the latest information about each course should be added continuously. Teachers as well as students can be encouraged to write articles, essays about any topic which may then be accessed through intra-net/internet. These articles and essays will lead both teachers and students to update their knowledge. Also, this will motivate students to read more and write for real purposes, and not just for class assignments.
9- LMS (Learning Management System) can be utilized by the university. Most LMSs are web-based to facilitate "anytime, any place, any pace" access to learning content and administration such a system can also be applicable in this present context. It is used in some Yemeni private universities, such as University of Science and Technology. English language teachers in this university can store their lectures and materials for any enrolled student to access at any time. Each student will have a user code to access any course at any time.
10- The English Department can arrange “online” chatting, video conferencing. Each student can be connected on-line to another EFL, ESL or even a native speaker of English. This can be done easily. The university can make agreement with any university all over the world. There are many people who want to know about Yemen. Many topics like the history of Yemen, tourism views, customs and so on can be used for discussion.
11- The English Department should establish email account for each student. Teachers can send messages to their students at any time. These messages can be assignments, comments on work, marks, etc. Students can also submit homework and papers through email. According to Davis (2001:339-340)
A professor who uses email to extend classroom discussion outside the classroom finds that electronic discussion avoids the common classroom problem of one or two students always dominating the discussion.
12- The information about the courses can be created electronically for students use. Each course should have a web page which includes:
· Course objectives
· Syllabus
· Information about lecturer/instructor including his contact details and his availability.
· Time-table (lecture/tutorial/lab venues and timings)
· Lecture schedule
· Lecture notes
· Past exams (questions and answers)
· References/ Bibliography for this course
· Useful web-sites containing additional information for this course.
13- The course web page should be designed in such a way that (i) conducting on-line test is possible, (ii) posting the marks to the students also on-line.
5.4 Further Suggested studies
This study was able to provide some insights into the use of computer in English language teaching and learning in Yemen, especially at Hodeidah University. However, it is difficult to claim that these results can be applied to the whole situation in Yemen. Similar studies need to be conducted. These studies can pay more attention to other elements such as Reading Comprehension, Writing, Grammar, vocabulary, and pronunciation.

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