60 EDUCACIÓN Academic Achievement and Attitudes on using Computer-Assisted Language Learning to Study English Verbs in the Past Tense in a Private Higher Education Institution of Puerto Rico The Educational Curriculum in Puerto Rico requires students to learn English from years K-12. Sadly, students arrive at the university level with gaps in their English knowledge, resulting in a lack of grammar skills. Understanding grammar rules is essential for ESL students to have proper writing skills in their daily and professional lives. For most ESL learners, learning English has been limited to the traditional classroom and textbook experience. Now, students have access to the Internet and networked access to computers, providing ESL learners with chances to obtain more authentic and updated learning materials. Therefore, this research aimed to determine the academic achievement and attitudes toward using Computer-Assisted Language Learning to learn verbs in the past tense in a private Higher Ed Institution in Puerto Rico. The research was conducted through a quasi-experimental design. The sample included eleven groups from a Basic English writing course: one Experimental Group (EG) and two Control Groups (CGs). Data was collected through a Grammar Pre-Post Test and a CALL Attitude and Grammar Survey designed by the researcher to answer five research questions: Independent Sample T-Test, Paired T-Test, Mann-Whitney U test, and Cochran’s Q Test were conducted in the statistical analysis. Findings demonstrated that using CALL to teach verbs in the past tense presented no significant difference between the EG, which used CALL as reinforcement in their past tense verbs lesson, and the CG1 and CG2, which had the lesson without CALL as a reinforcement. In contrast, findings demonstrated a significant difference and a positive effect on the academic achievement of the participants of the EG that used CALL. Results showed no significant difference in the EG compared to the two CGs. Also, no significant change in the student’s attitudes towards CALL under the three scenarios (before, during and after the treatment) in the EG. ligia j. milán pérez doctorado en educación con especialidad en currículo y enseñanza mentor: dra. patricia landers santiago computer-assisted language learning (call) english as second language learners (esl) academic achievement student attitudes grammar skills
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