ENGINEERING STUDENT’S PERCEPTION TOWARDS THE USE OF COMPUTER ASSISTED LANGUAGE LEARNING (original) (raw)
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ENGINEERING STUDENTS' ATTITUDES TOWARDS COMPUTER-ASSISTED LANGUAGE LEARNING IN EFL
BELLS, 2021
With a promise of high efficiency, computer-assisted language learning (CALL) has become a much-exploited teaching approach in teaching English as a foreign language (EFL). The use of computers to assist language learners in their studies has shifted from being an innovative approach sporadically applied by an engaged teacher, to becoming the inevitable segment of in-class activities, nowadays almost prescriptively built in syllabi. Attitudes towards CALL constantly reshape the learning process and affect the learning outcomes. The study addresses engineering students' attitudes towards the use of computer-assisted language learning in EFL courses taught at the Faculty of Technical Sciences Čačak in Serbia. The study is also concerned with the students' attitudes towards the use of the website www.englit.net as an online learning tool specially designed for the courses they attend, which is used on a regular basis for in-class practice and selfstudy. The findings indicate that CALL is perceived as an efficient supporter of the EFL teaching-learning process, generally adding to students' overall improvement in EFL competence, while at the same time empowering them to engage more in self-study.
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This paper aims to discuss what Computer-Assisted Language Learning (CALL) is, to mention its three phases (Behaviorist, Communicative and Integrative CALL) shortly for pedagogical insights, and to highlight its strengths and limitations. Many research findings indicate that use of computer technologies has positive effects on language learning process in terms of its increasing students’ interest, motivation and self-esteem; providing space for individualization and independence from single-source of information, time and place; and also offering native language input, error analysis and feedback when necessary. Though, it is also associated with some limitations such as finances, lack of technology knowledge and self-discipline, recent programs’ inefficiency, besides health concern issues. As a matter of fact, it is highlighted that educators’ recognition of both the advantages and disadvantages of using computers in language classes is crucial to adopt and handle best-tailored educational practices and to maximize learning outcomes of language learning process. Key words: Technology, Computers, CALL, Language Teaching, Language Learning
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There is no doubt in the influential role of Computer-assisted language learning (CALL) in language learning in new ages of technology. And in line with this, the people' perceptions and acceptance of the information and computer technology (Rogers, 1983) is regarded as the most essential matter according to the theories that consider human agency, for this reason, upcoming study considers teachers' perceptions on the widely or constantly flourishing teaching techniques and language learning approaches utilizing the current practical kinds of learning as computer-assisted language learning in the specific English language institutes in Kurdistan. Iran. The reason for which this study is done was to investigate the usage and perception of Iranian English Language teachers of English language institutes in Kurdistan towards the application and more demand for using computer technology in EFL courses. In line with this subject as the main purpose, the study also discussed in detail Iranian teachers' perceptions towards computer and related information technology and factors and circumstances that plays a part in their perceptions in order to get some utilizable findings and constructive suggestions for the undertaking and application of the experiences in using computer-assisted language learning to their language teaching. To achieve this aim, 96 EFL teachers in Kurdistan province, Iran (male & female) participated in this study. They were selected based on randomly selection to participate in this study. First of all, as the main instrument of research an open-ended questionnaire was given to participants in the study in order to check their views about current state of computer assisted language learning and their views on how they prefer using technology in their teaching. The study provided good contribution to define the essence of issue and a body of knowledge concerning the extent of using computer and also, with regard to the significance of teachers' perceptions for the use of CALL in educational direction. After this stage all the data were collected and analyzed and the relationship between variables presented.
The aim of this study was to investigate Iranian vs. Indian English language teachers' attitudes and preferences toward CALL. To this goal, the researcher conducted a mixed method study based on a questionnaire and an open-ended interview. Fifteen Iranian and 15 Indian English language teachers participated in the quantitative section, and 5 from each nationality participated in the qualitative section. The findings showed that Iranian EFL teachers had positive attitudes and preferences toward using CALL. Additionally, Indian English language teachers had positive attitudes and preferences toward using CALL, and they reported some issues they faced while applied CALL into their classrooms. All participants in both countries believed that the implication of CALL can be a great help to improve students' language learning process. In the quantitative section, the result showed correlation (r) of .046 which means there is a positive relationship between Iranian and Indian teachers toward CALL. INTRODUCTION The term "Computer Assisted Language Learning" (CALL) was founded in language teaching in the early 1960s. CALL reflected a field heavily based on the programmed instruction. It has grown to include online blogs, use of apps, virtual learning environments, computer-mediate-communication, among others (Warschauer, 1996). For over two decades, the use of the computer as a helping method of language learning has been discussed. Nowadays With the great development of computers and the Internet, more and more second and foreign language teachers and learners are using these technologies for foreign language teaching and learning .Recent studies have shown a burgeoning interest in using computer technology for language teaching and learning in the classroom (Richards & Renandya, 2008). Several studies demonstrated the importance of technology in education (Chapelle, 2001), that computers can help teachers and students to meet the challenges of the future. Technology can also help teachers to keep up to date with the developments in their field and education in general (Levy & Stockwell, 2006). As far as the researcher's best knowledge, the studies on teachers' and students' perceptions toward CALL found that students have positive attitudes towards CALL, whereas teachers' perceptions and subsequent behavior in using CALL vary. The accomplishment of students interacting with computer innovation will depend to a great extent on the attitudes of teacher and their eagerness to grasp the innovation (Milbrath & Kinzie, 2000). Understanding the factors that affect these attitudes, might help develop ways for students and teachers to cope with the issues that they might face in learning and teaching. However, the integration of English as a foreign language (EFL) teachers as active participants in the teaching and learning process has received little attention (Ismail, Almekhlafi, & Almekhlafy, 2010), because research has focused instead on issues such as the needs of teachers in the technology courses (Hargrave & Hsu, 2000) and pre-service to enhance teachers' knowledge and attitudes toward computer use as a teaching tool (Milbrath & Kinzie, 2000, Seyyedrezaei & Barani, 2011). Therefore, this study is going to clarify the perception of Iranian and Indian EFL and ESL teachers toward computer-assisted language learning simultaneously which the first study is in this case. That is to say, the lack of enough evidence for a comparison of EFL and ESL context of CALL can be a great significance toward the understanding the difference and similarities in Iranian EFL context.
Investigating the Effectiveness of Call for the English Language Learner
European Journal of Linguistics
Purpose: The prime motive of this research is to investigate the affectivity of computer/technology-based learning that advances the future of digital world. Methodology: This research investigated the effects of CALL as a developmental tool for English language learners; the standard learning of CALL has been examined through the criteria of the mixed method. The data was gathered from survey closed-ended questionnaire by following the primary basis of data which is further analyzed through SPSS. Thus, 106 responses were gathered through questionnaire where it has estimated that 85% undergraduate students agreed CALL helps them to improve their L2 proficiency. In addition, the data is also collected through open-ended interviews from the English language instructor which analyzed through the content analysis that resulted in their positive responses of encouraging CALL based classes for learning English as L2. Findings: The gathered data depicted the 80% positive reliance over CA...