Learning performance enhancement using computer-assisted language learning by collaborative learning groups

Abstract

This study attempted to test whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students' English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students), an innovative collaborative learning group (ICLG, 31 students), a CALL traditional collaborative learning group (CALLTCLG, 32 students), and a CALL innovative collaborative learning group (CALLICLG, 31 students). TOEIC (Test of English for International Communication) listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA), multivariate analysis of variance (MANOVA), and analysis of variance (ANOVA) were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.