1. Charisma Coloma
GloCALL 2011 @Manila

2.  There have been numerous studies on attitudes of teachers
and students towards CALL, anchoring itself on the
principles of the Theory of Planned Behavior (. However,
the attitude index is not always indicative of the future
behavior; not all intentions manifest themselves as actions.
Instead, this study aims to look at a sampling of the
behavior as an indicator of future actions. This study
looked at the online behavior of 275 college students in
response to an online task. Response time behavior suggest
that the students treat the task as a chore, rather than an
extension of the activities they normally do when online.
Number of responses also indicate that the majority of
students are not yet receptive to online tasks in the
classroom.

4.  As tutor
 As stimulus
 As tool
(Warschauer, 1996)

5.  Arising from the development of the ability of
computers to interface with each other in a
network…CMC has enhanced the power of all other
available communication technologies because CMC
integrated the capacity to send and receive data with
the ability to store and process information (Schrum &
Berenfeld, 1997)
 “probably the single computer application to date with
the greatest teaching impact on language teaching.”
(Warschauer, 1996)
(Warschauer, 1996)

6. 1. text-based, computer-mediated
2. many-to-many communication
3. time/place-independence
4. long-distance exchanges
5. hypermedia links
(Warschauer, 1997)

7.  Provides opportunities to promote interactive language
learning
 Student empowerment and learner authority
 Promotes student motivation and interest in the social
functional use of the target language
 Provide students with a less threatening environment
 Authentic use of the target language (Chun, 1994)
 Online components substantially increase communication
between teachers and students (Schrum, 1997)
 As an avenue for relationship initiation, it serves as one of
the primary motivators for students to participate (Lane,
1994)

8.  Most students maintain positive attitudes towards the
potential outcomes of email applications on reading
achievement and e-mail journaling was found to be
better than paper journaling (Shang, 2005)

9.  A study of students and teachers in Mathematics at
Trinity University of Asia (TUA) in 2006 showed a
predisposition to respond positively to a
technologically enhanced environment
(Corbeta-Gomez, 2006)

10. 1. How receptive are TUA students to internet
activities?
a. What pre-existing knowledge do they have about the
internet?
b. What kind of behavior will they display, in terms of
response time, when tasked to do an internet activity?
c. Will they behave the same way as in a traditional
classroom task?
d. What factors affect the differences or similarities in
performance?

12.  Transition from a traditional lecture to a hybrid format
significantly enhanced student learning (McFarlin, 2008)
 Learners demonstrated improvements in grammar
domain, vocabulary acquisition, and pronunciation when
accessing computer-assisted resources (Garcia & Arias,
2000)
 Most participants found CALL very useful for learning
English, especially for listening practices (Parker, 2007)
 Research findings have shown that the use of CALL has
positive effects on the achievement levels of ESL students.
(Burrus, 2009)

13.  Studies have looked at the student’s level of acceptance
in applying e-learning for Biology, Geography, and
Business courses (Cheng, 2006)
 Students’ attitudes towards computers and English
after CAEI increased significantly (Altunay & Altun,
2006)
 Participants showed a positive attitude towards WBLL
(Son, 2008)
 Adult ESL students were found to enjoy using
technology and are comfortable doing so as a method
of English acquisition (Burrus, 2009)

14.  According to TPB, “intention is the immediate
antecedent of behavior and is itself a function of
attitude toward the behavior, subjective norm, and
perceived behavioral control” ( Ajzen, 2012)

15.  “…Whether intentions predict behavior depends in
part on factors beyond the individuals’ control.”
(Ajzen, 2011)
 “EFL instructors need to come up with ways to bridge
the gap between belief and practice” (Liu and Chen,
2008)

17.  Quasi-experimental design
 Online behavior
 Time response to an online assignment

21.  Recall the personal mission_vision you set out to
accomplish and become at the beginning of the semester
1. What part of your vision of yourself did you achieve?
2. Which missions did you accomplish?
3. What possible reasons, if any, were there for you not
to fulfill your short-term mission vision?
 write your personal mission and vision for the semester in
the text box and email to me (NO ATTACHMENTS, pls)
 email to: charismae@gmail.com
 Subject: SECTION_Mission Vision Reflection
 Deadline: Oct 10, 12 mn

28. 100
90 78
75
80
70
60 52 100%
44 male
50
40 female
30
20
10
0
online paper

30.  Despite being online most of the time and being
familiar with the web, the participants in this study
viewed the online task as just another assignment and
put off its execution accordingly.
 Only 48% of the total participants were able to
accomplish the online task, compared to 77% of them
accomplishing a paper task.

31.  My initial data suggests there is little difference in
gender participation in internet-based tasks;
notwithstanding the growing body of research on
gender differences in computer-mediated
communication and conditions that affect female and
male participation in CMC
(Jeong & Davidson-Shivers, 2006)

32.  MTBI introvert and extrovert types generally perceived
the use of LAN as beneficial in intermediate French
(Beauvois and Eledge, 1995/1996)
 No significant difference between field-dependent and
independent students in student achievement.
Students with different learning styles and
backgrounds learned equally well in web-based
courses. (Shih & Gamon, 2001)

33.  A survey in 2004 suggested a reluctance of students
from a collectivist background to use e-mail for
teaching and learning, despite its widespread social
use. The Philippines belongs to a collectivist culture
and the participants’ reticence in this study may echo
this same observation.
(Frank et.al., 2004)

34.  Frank and his collaborators in 2004 noticed that
collectivist students are more likely to use e-mail to
interact with their peers than they are to use if for
contacting their lecturers.
 Social networking sites

35.  As reflected in the participant profile, email sites
barely registered as one of the sites the participant
frequented. A study by Liu and Chen in 2008 showed
that 45% of the students they studied did not use e-
mail. Although a high percentage had e-mail accounts,
52% of the participants in my study were not able to
use their email to perform the required task. Among
those participants, 3 have reported that they have been
blocked out of their email account due to inactivity
and 2 claim to have no email account.

36.  “there is a negative causal link between the
‘naturalness’ of a computer-mediated communication
medium, which is the similarity of the medium to the
face-to-face medium, and the cognitive effort required
from an individual using the medium for knowledge
transfer.”
(Kock, 2004)