A Mixed-Methods Probe into CALL and non-CALL Integrated Assessment and EFL Learners' Summary Writing Ability

Bagheri Nevisi, R.; Shazdeh Ahmadi, R.

doi:10.22061/tej.2025.11060.3100

Articles in Press

Document Type : Original Research Paper-English Issue

Authors

Department of English Language and Literature, Faculty of Humanities, University of Qom, Qom, Iran

https://doi.org/10.22061/tej.2025.11060.3100

Abstract

Background and Objectives: Educational research has paid close attention to technology in language learning, especially computer-assisted language learning. CALL provides a dynamic and interactive platform for students to engage with language learning activities, multimedia resources, and communication channels. CALL has immense potential in helping English as a Foreign Language (EFL) learners to develop their skills through the summary writing process. Computer-Assisted Language Learning (CALL) has emerged as a prominent approach in language education, utilizing computer technology and interactive materials to support language learning. This mixed-methods study aimed to explore the effectiveness of CALL in enhancing the summary writing ability of English as a Foreign Language (EFL) learners, compared to a non-CALL integrated assessment.
Materials and Methods: The study employed a mixed-methods approach, combining quantitative data analysis and qualitative insights. Two intact classes of intermediate-level EFL learners, comprising 40 participants, were selected based on their intermediate language proficiency. Various measures, including placement tests, reading materials, scoring guidelines, interviews, and self-assessment reports, were utilized. Data analysis involved a One-Way Analysis of Covariance (ANCOVA) to examine the impact of instructional methods on summary writing performance.
Findings: The findings emphasized the potential of CALL-integrated assessments, highlighting personalized instruction, timely feedback, authentic writing practice, collaborative learning, integrated language skills development, and effective curriculum design.
Conclusions: The study's implications extend to personalized instruction, authentic practice, collaborative learning, integrated language skills, curriculum design, and formative assessment. The results contribute to the ongoing discourse on technology in language learning and demonstrate the positive impact of CALL on EFL learners' summary writing ability. Integrated assessment approach for non-calls involves self-reflection. Students are encouraged to analyze their own writing by examining their own progress, strengths, and weaknesses. Students can take ownership of their language learning and learn it in their own way. It enables students to set targets and track their progress over time. Reflection on writing skills can enhance students' self-awareness and a proactive approach to learning a language.

Keywords

Main Subjects

CALL

COPYRIGHTS
© 2025 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)

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