ERIC Number: ED345493
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Computer-Assisted Cloze Exercises in the Adult ESL Classroom: Enhancing Retention.
Texas Papers in Foreign Language Education, v1 n3 p168-181 Fall 1989
Two studies are reported in this paper. The first investigated whether computer-assisted instruction with cloze exercises would be more effective in teaching English to nonnative speakers than traditional paper-and-pencil methods. Subjects were 38 community college students of varying language backgrounds enrolled in several levels of English-as-a-Second-Language (ESL) courses and randomly assigned to experimental and control groups. The experimental group received instruction on computers with software based on textbook readings. Exercises consisted of text deletion and reconstruction. The control group received traditional instruction. All students were pre- and post-tested with the same 100-item criterion-referenced test specific to the course work. Results suggest the computer does aid in increasing both student motivation and information retention. The second study, with 54 community college ESL students at one instructional level, used only computer-assisted instruction with cloze exercises. Exercises in the experimental group were culture-specific. Results suggest that students using the computer-assisted, culture-specific readings work through material more quickly and gain more meaning than those using traditional readings. Useful software and suggestions for its application are offered, and other classroom computer uses are discussed. A 31-item bibliography is included. (MSE)
Descriptors: Adult Students, Classroom Techniques, Cloze Procedure, Community Colleges, Computer Assisted Instruction, English (Second Language), Instructional Effectiveness, Language Research, Linguistic Theory, Retention (Psychology), Second Language Instruction, Two Year College Students, Two Year Colleges
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: For the journal as a whole, see FL 019 498.