INVESTIGATE THE EFFECTIVENESS OF CALL MATERIALS IN IMPROVING LISTENING AND SPEAKING SKILLS IN ENGLISH

Abstract

The introduction of Computer-Assisted Language Learning (CALL) has had a profound impact on the field of language education by providing new approaches to improving the teaching of English as a Second Language (ESL). This study examines how well CALL tools work to enhance the speaking and listening abilities of ESL students, two essential elements of communicative competence. Despite the potential for promoting real-time language use using CALL platforms—which include interactive dialogues, video conferencing capabilities, and speech recognition software—many learners still have difficulty achieving fluency and understanding. Oral communication's dynamic and impromptu character frequently causes these issues. Furthermore, there are still gaps in our knowledge of the extent to which these tools genuinely enhance communication skills and the potential roadblocks to their success, such as restricted access, pedagogical misalignment, or technological difficulties. This study uses a mixed-methods approach, integrating qualitative information from instructor feedback and student interviews with quantitative data from pre- and post-assessments. Over the course of 12 weeks, intermediate-level ESL students were exposed to CALL-based learning settings, with an emphasis on speaking and listening exercises. In addition to identifying the advantages and disadvantages of using CALL technologies in both classroom and independent learning settings, the study attempts to assess how these tools improve learners' confidence, accuracy, fluency, and comprehension. By highlighting successful CALL methods and areas that require improvement, the findings should have useful ramifications for ESL teachers, software developers, and curriculum designers.  The study aims to provide guidance for integrating CALL tools in a way that optimizes their pedagogical usefulness and adds to the expanding corpus of literature on digital language teaching.