An investigation on the efficacy of computer-assisted language learning in enhancing writing comprehension: A case study of Westside High School in Swakopmund

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dc.contributor.authorSalom, Susana Ndapewa
dc.date.accessioned2023-05-29T05:16:59Z
dc.date.available2023-05-29T05:16:59Z
dc.date.issued2023-04
dc.descriptionTHESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE MASTER’S DEGREE IN ENGLISH AND APPLIED LINGUISTICS SUPERVISOR: PROF. HAILELEUL ZELEKE WOLDEMARIAMen_US
dc.description.abstractThis study provides a review on the need to incorporate Computer Assisted Language Learning (CALL) in continuous teaching and learning using in order to enhance writing abilities of students/learners. The study also further argues for the need for consideration of the use of technology in second language (L2) instruction in secondary schools in Namibia. Learning to recognise and use the proper vocabulary is an important part of writing, as it affects consistency between paragraphs and essay writing. CALL has been argued to possess the potential to help improve the writing skills of learners. The study thus interrogates the extent to which CALL can be successful in this. It thus, demonstrates how the amount of research being done in various fields of education has grown in sync with technological advancements and highlights significant variations between the primary and secondary sectors' use of computers and their applications. An extensive analysis of pertinent studies delving into the effectiveness of the use of technology in the teaching of L2 English is then presented. The study interrogates further the nature of technology that has been utilised and the purposes for which it was used, the proof there is such technology that supports language learning, and other conclusions that can be derived from t such an analysis. The study adopted a mixed-methods approach that combined qualitative and quantitative methods in an explanatory research design. Purposive sampling was used to select two English language learners for interviews, and random simple sampling was used to choose 40 students to complete a questionnaire. The results demonstrate that, while there is little and inconclusive evidence that technology has a good impact on linguistic outcomes, it may have an indirect and positive influence on students’ attitudes and behavior and even foster collaboration. The study concludes by suggesting that future studies should establish a more direct connection between technological applications, Second Language Acquisition (SLA) theory, and learning results.en_US
dc.identifier.citationSalom, S. N. (2023). An investigation on the efficacy of computer-assisted language learning in enhancing writing comprehension: A case study of Westside High School in Swakopmund [Master's thesis: Namibia University of Science & Technology].en_US
dc.identifier.urihttp://ir.nust.na:8080/jspui/handle/10628/984
dc.language.isoenen_US
dc.publisherNamibia University of Science and Technologyen_US
dc.subjectNamibiaen_US
dc.subjectThesisen_US
dc.subjectComputer Assisted Language Learningen_US
dc.subjectwriting abilitiesen_US
dc.subjecttechnologyen_US
dc.subjectsecond languageen_US
dc.subjectmixed-methods approachen_US
dc.subjectexplanatory research designen_US
dc.subjectSecond Language Acquisitionen_US
dc.titleAn investigation on the efficacy of computer-assisted language learning in enhancing writing comprehension: A case study of Westside High School in Swakopmunden_US
dc.typeThesisen_US

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