helianlingzi

Gender Difference in CALL Programs for English as a Second Language Acquisition
Cheng-Chieh Lai
PhD Program Student in Educational Leadership
Prairie View A&M University
E-mail: lai.moore@gmail.com
Ming-Mu Kuo
Assistant Professor
Department of Foreign Language Instruction
Wenzao Ursuline College of Languages
E-mail: Ming.kuo@gmail.com
Abstract: The purpose of the study was to examine the effects of gender differences on the application of CALL programs for second language acquisition. Gender difference is an important theme in linguistic education because it influences the design of curriculum, teaching method, instructional strategy, and students’ learning processes. This study applied a mixed-methods design, using both quantitative and qualitative methods, both descriptive and comparative in design. The participants were 200 students (male=34, Female=166) taking EFL courses and CALL programs in Wenzao Ursuline College of Languages in Taiwan. Findings from the study indicated that although 94% students (N=188) acknowledge that learning English with CALL programs can increase the efficacy of English learning, more 57.2% female students (N=95) than 11.7% male students (N=4) felt that learning English with computer is difficult because it requires the basic computer knowledge.

Introduction
A gender difference is a disparity between male and female humans. According to gender role theory, prevalent gender stereotypes are culturally shared expectations for gender appropriate behaviors. Females and males learn the appropriate behaviors and attitudes from the family and overall culture they grow up with, and so non-physical gender differences are a product of socialization (Eagly, 1989; Eagly& Karau, 2002). From the biological viewpoint, females and males also differ fundamentally in the cognitive ability and learning style. These differences derive both from basic physiological differences, such as differences in the development of brain, and from differences in higher-level cortical functions (Keefe, 1982).
No matter what gender differences are primarily culturally or biologically determined, educational research in the last several decades has proven that the gender differences manifestly influenced students’ academic interests, needs, and achievements (Halpern, 1986; Collins, Kenway & McLeod, 2000; Swiatek & Lupkowski-Shoplik, 2000). However, different educational domains have different claims to the gender issue. The theorists of Second Language Acquisition (SLA) believe that female learners show possible superiority in their second of technology education deem that males have more positive attitudes than females in using computer technology to assist their academic learning (Misu Na, 2001, Li, 2002). Obviously, the educators of these two fields have opposite views in the impact on the efficiency of the learning in gender role.
In today’s informational society, the learning approach is usually combined. The computer has now become the indispensable equipment and the influential component of second language learning pedagogy. Educators also recognize that utilizing Computers Assisted Language Learning (CALL) programs can be convenient to create both independent and collaborative learning environments and provide students with language experiences as they move through the various stages of second language acquisition (Kung, 2002; & Rost, 2002; Taylor & Gitsaki, 2003).
Lee (2000) further stated that the reasons why we should apply computer technology in second language instruction, include computer and its attached language learning programs can (a) prove practices for students through the experiential learning, (b) offer students more the learning motivation, (c) enhance student achievement, (d) increase authentic materials for study, (e) encourage greater interaction between teachers and students and students and peers, (f) emphasize the individual needs, (g) regard independence from a single source of information, and (h) enlarge global understanding.
Taylor (1980) also expressed that computer assisted language learning programs can be wonderful stimuli for second language learning. Currently, computer technology can provide a lot of fun games and communicative activities, reduce the learning stresses and anxieties, and provide repeated lessons as often as necessary. Those abilities will promote second language learners’ learning motivation. Through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence. According to Robertson et al. observation (1987), the participants who joined computer assisted language learning programs also had significantly higher self-esteem ratings than regular students. Therefore, whether ESL students leaning English with CALL programs will gain or counteract the learning efficiency due to their gender difference has become a significant issue of ESL instructions.

Purpose of the Study
The definition of gender role is a set of behavioral norms associated with males and females, respectively, in a given social group or system, and the root of the gender differences is often influenced by society (Reiter, 1975). According to Macleod et al. (2002), although the margin of gender differences is getting smaller with the changes of society and times, gender differences still play a great role in certain academic subjects to influence students’ learning interests and outcomes, such as language, computer technology, science, and math. It means that the traditional sexual view not only influences students’ learning perceptiveness, but also affects students’ learning willing, attitudes, and motivation. This study attempted to gain a comprehensive understanding of what effects gender differences on the currently technological second language pedagogy and clarify the functions of CALL programs to assist Taiwan EFL students’ learning in the future.

Research Questions
Quantitative:
1. What are the effects of gender differences on the application of CALL programs for Taiwan EFL students?
Qualitative:
2. What are the learning barriers on the application of CALL programs for Taiwan EFL male and female students?

Research Design
Mixed-methods methodology was utilized for the study. This type of design includes both quantitative and qualitative approaches, because each individual research approach has its weakness and strengthens. Taken together, they represent the full range of educational research methods (Gay & Airasian, 2000).
The quantitative component of the study was designed to identify the effects of gender differences on CALL programs for second language acquisition. Three class activities were designed by the researchers and demanded students to accomplish, including searching English learning materials from the Internet, using Microsoft Photostory3 software to produce an English video, and presenting a teaching lesson plan through Microsoft PowerPoint Producer. After these activities, a questionnaire entitled EFL & CALL Questionnaire was used to collect data. The data were analyzed based on the responses of participants to the questionnaire. Frequencies and percentages was used in the analysis of data to evaluate whether there were differences in the learning attitude, efficiency, and anxiety between female and male students toward the use of CALL programs for their English as second language learning. The qualitative component of the study involved ten EFL students’ interviews in order to identify the problems and barriers for students learning English with CALL programs based on their genders.

Subjects of the Study
In the quantitative portion, the sample population of the study was 200 students (Male=34, Female=166) taking EFL courses and CALL programs in Wenzao Ursuline College of Languages in Taiwan during the fall semester of 2006. Participating students were asked to complete an EFL & CALL Questionnaire designed for this research. The participants of the qualitative study consisted of five male students and five female students from Wenzao Ursuline College of Languages. Interviews were conducted to explore their learning barriers on the application of CALL programs based on students’ genders.

Instrumentation
The purpose of the quantitative instrument was to collect data concerning the differences in learning attitude, efficiency, and anxiety between female and male students toward the use of CALL programs for their English as second language learning. An EFL & CALL Questionnaire was created for the study as the instrument after reviewed the related literatures. It contained four sections. Section one elicits demographic information that was be used to classify the students. Section two to four included 13 questions that examined students’ learning attitude, efficiency, and anxiety when they learn English with CALL programs. Each question was answered on a Likert-type 5-point scale form. For the qualitative instrument, ten interview questions was structured but open-ended, which provided data concerning what learning barriers on the application of CALL programs for Taiwan EFL male and female students.

Results
Of the 250 surveys sent out, 200 were returned. The return rate was 80%. The findings of the study are divided into four areas: learning attitude, learning efficacy, learning anxiety, and learning barrier. The following is a summary of the findings.

Learning Attitude
Data collected from the questionnaire indicated that male and female students have different learning attitudes toward the use of CALL programs for their English learning. A majority of male (91.1%) students (N=31) felt that computer and its assisted learning programs are funny and useful, and they were willing to spend more than six hours pre week on the Internet or apply the CALL programs for their English learning. However, less than half female (42.7%) students (N=71) spent more than six hours pre week using CALL programs to enhance their English learning, and more than half female (57.2%) students (N=95) felt that learning English with computer and CALL programs is difficult.
Learning Efficacy
Data collected from the questionnaire indicated that male and female students have different opinions about the learning efficacy when they learn English with CALL programs. A majority of male (88.2%) students (N=30) acknowledged that learning English with CALL programs can increase the efficacy of English learning. However, only half female (53.6%) students (N=89) believed that the efficacy of learning English with CALL programs is not better than the traditional EFL instruction.
Most male and female students enjoyed learning language with computer, and only 11.7% male students (N=4) and 23.4% female students (N=39) who felt that learning English with computer is boring. More than 82.3% of male students (N=28) and 55.4% female students (N=92) believe that learning English with CALL programs can enhance their English reading, writing, and listening skills. However, only 41.1% male students (N=14) and 37.3% female students (N=62) felt that learning English with CALL programs can strengthen their English speaking skill. It means that the current CALL programs may be useful for the reading, writing, and listening skills training for EFL students but still have space to improve in the speaking training area.
Learning Anxiety
Data collected from the questionnaire indicated that male and female students have different perspectives of the learning anxiety when they learn English with CALL programs. Thirty two female students (19.2%) stated that learning English makes them more nervous than leaning English with an English teacher. Compared with male students, there are only five male students (14.7%) are uncomfortable when using CALL programs to assist their English learning.
Learning Barrier
According to the results of the qualitative interviews, participating female EFL students expressed that their main learning barrier for learning English with CALL programs is that they lack related computer technology knowledge training or they are not familiar with the procedures of computer learning software. On the contrary, male students showed more confidence of technology. The reason caused this difference may be due to male students are usually encouraged in technology learning and have more opportunities for technology practice. In addition, three male students in the interview indicated that the primary barrier for them using CALL programs to enhance their English learning is that the appropriate software of CALL programs is too expensive and often not available in school’s computer labs. Therefore, the main problem for male students learning English with CALL programs is whether the software is available rather than their computer skills.

Conclusion
The findings of the study indicated that the gap of gender difference exists in Taiwan EFL students when they try to use computer technology and its assisted language learning programs to enhance their English language learning. Although both male and female students confirmed that CALL programs is helpful for strengthening their English skills, male students have more positive learning attitude and less learning anxiety toward the use of CALL programs for their English learning than female students. To overcome this gap, the researchers believe that the EFL teachers should create more training opportunities to increase female students’ technology knowledge and computer skills. In addition, schools should purchase more CALL program software in order to increase students’ English learning practices and reduce the learning barriers.

Reference
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The main structure of the China Pavilion, "The Crown of the East," has a distinctive roof, made of traditional dougong or brackets, which date back more than 2,000 years. The dougong style features wooden brackets fixed layer upon layer between the top of a column and a crossbeam. This unique structural component of interlocking wooden brackets is one of the most important elements in traditional Chinese architecture. Dougong was widely used in the Spring and Autumn Period (770 BC-467 BC).
The contour design of the pavilion is based on the concept of "Oriental Crown, Splendid China, Ample Barn, and Rich People," to express the spirit and disposition of Chinese culture. The pavilion will have a core exhibition area on the top floor, an experience area on the second and a functional area on the first. China's achievements in urban development from ancient to modern times will be the core theme of the pavilion.

Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.
In spite of the challenges in developing effective CBT systems, CBT undoubtedly bring convenience for assessors and learners. I think it is a remarkable development in the area of second language teaching and learning. We can not say that CBT failed realize its anticipated potential although the existing challenges in using it. In addition, some challenges do not only exit in CBT, but also can be seen in paper-tests. For example, paper-test also have these problems such as psychometric assumptions, local independence, controversy over appropriate scoring algorithm, agreement on test administration, practical use of test bank, and test security. Furthermore, the tests in other disciplines also face these problems.

Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.
The first part of EPs, language passport, can help teacher know about the experience of the students learning. If someone would like share his experience with others, the audience can learn successful models.
I think self-assessment is very important for learners. Therefore, the second part, language biography, gives students opportunities to evaluate their levels with detailed guidelines. This part also help teacher know about in which aspects the students need helps.
I like share the samples that students provided. The audio files, video files, personal Web sites, photos, and movies they use to record their learning competence, are more interesting and lively than the test scores. And these materials always reflect the integrated abilities of listening, speaking, and their intercultural competence.

http://docs.google.com/fileview?id=0B6enTfmxOO8qMmZjN2VjYTctZDQwMS00ZTE1LWI1MWYtMDNmOGVjZjU3ZmFh&hl=en

Share an idea of two about how you could use the ideas from Richardson with ESL students.
I would like write micro-blog about the class I teach the present day. I want to share what I think about the class with my students, such as what is the key point, who should be praised, or give them relative resources of news, pictures, websites, and so on. The students just need spend several minutes in sharing my opinion. It’s more like a brief chat. And I also encourage them can write their concerns or questions via their twitters, then I can answer as soon as possible.
What is the “digital divide?” And why do Warschauer et al argue that this term may longer be applicable. What are the issues they found regarding differences in technology use with ELLs and other low socioeconomic students. What are some ways you could address this in your own schools or programs?
Digital divide is the gap between people base on gender, social status, race group, and locations in using information and communication technology in different levels, including availability of, access to, and use of this technology.
Inequality in education has been a critical social issue facing the United States for more than 100 years. Research on technology and equity revealed that unequal accessing to and using of new technologies at school or at home create a new gap among people from diverse groups and amplify existing forms of inequality. Because the technological and social realms are highly intertwined and continuously cocreate each other, it is very difficulty to overcome digital divide.
In this study, issues of workability, complexity, and performativity were compared between eight low-SES schools and high-SES schools. The results are as following: (1) Common pattern of performativity in technology are used at almost all the schools, but in low-SES schools, basic computer tasks are greater taught in class, and low-SES students least afford to be distracted from real and efficacious learning opportunities. (2) The three high-SES schools tended to invest more in professional development, hiring full-time technical support staff and developing lines of communication among teachers, office staff, media specialists, technical staff, and administration that promoted robust digital networks. The low-SES schools had achieved less success in creating the kinds of support networks that make technology workable. (3) Low-SES schools tend in the main to devote substantially more classroom time to explicit test-taking preparation than do high-SES schools. Low-SES students had lower home computer and internet access, which make the teachers in these schools avoid assigning homework using computer and internet, and spent more nonacademic computer time in class. Low-SES schools had roughly tree times the percentage of ELLs, which make the class activities, such as research and writing, were hardly carried out because the ELLs’ difficulties with spelling, vocabulary, or grammar.
To overcome digital divide, educational policy makers need create mechanism that ensure that low and high-SES schools have higher numbers of well-trained and experienced teacher, staff, and administrators. Teachers need to turn their attention away from mastery of software programs to using technology for scholarship, research, and inquiry. Schools should encourage students make use of publicly available computers. In general, sufficient financial and human resources are needed in low-SES schools. In my opinion, computer assisted language learning is a good approach to integrate computer, internet and English learning because CALL consists many ways of academic use of computers and internet. For example, each quick share in our class display a way of teaching English via computers and internet. They all require student use technology deeply and broadly.

After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?


Richardson proposes that Flickr can be used for annotation feature, online discussions about the images, connection of the world. Richardson also introduces ideas from other teachers, such as photo field trips, random writes, and Make it Mine.
I think it is more interesting to teach words with photos than only with description. Photos are more abstract and vivid, and help students remember better. For example, when we study some words about angry, like indignation, outrage, rage, umbrage, and wrath, it will more clear to understand the word for the children if explanation is accompanied with pictures. Another example is that photos attract attention to remember some places and personal names, for instance, picture for the great wall, pyramid, Statue of Liberty, Einstein and Napoleon, and so on.
Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.
In the CALL process, teachers are easily to misunderstanding the role of a teacher and a computer. No matter how useful the computer is, the teacher must take the critical role of guider and facilitator.
Some software or courseware stimulate learner’s interest with cartons, pictures, or other interesting objects. However, sometimes these elements hold more attention of learners than the content itself. In addition, “CALL” lacks emotional exchange. It always gives static response, while teachers can give comprehensive evaluation, appreciated advice and emotional feedback according to particular status of individuals.