Students' attitudes towards computer-assisted language learning and its effect on their EFL writing. (original) (raw)
Related papers
Student attitudes towards computer-assisted language learning and its effect on their EFL writing
International Journal of New Trends in Social Sciences
This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henri's framework (1992), which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings.
Suggested Citation: Jahangard, A., Rahimi, A. & Norouzizadeh, M. (2020). Students' attitudes towards computer-assisted language learning and its effect on their EFL writing. Abstract This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programmes and their perceived view on an online writing system that was developed in the present study by means of a questionnaire, as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners studying at Sharif University of Technology in Iran were assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henri's framework, which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings. Norouzizadeh, M. (2020). Students' attitudes towards computer-assisted language learning and its effect on their EFL writing.
The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students' attitudes towards Computer-Assisted Language Learning (CALL). Furthermore, the relations of gender, education level, and age to their attitude are investigated. A convergent mixed methods design was used for analyzing both quantitative and qualitative data. In the data collection procedure, an online 44-item web-based questionnaire was applied in order to collect data from 415 students. In the data analysis phase, both descriptive and non-parametric analyses were performed. The findings of the study revealed that there is no difference between the attitudes of Iranian and non-Iranian towards CALL. Finally, pedagogical implications and recommendations for further research are presented.
Journal of Interactive learning research, 2006
Using computer in writing classrooms has been common at least for the last three decades. Applying computer in educational settings has accompanied with some inevitable problems. This study investigated the effect of Computer Assisted Language Learning (CALL) on EFL students' writing achievement. Forty students in a high school in Iran were selected and divided into experimental and control groups (20 and 20 respectively). An independent sample t-test was run to find if there were any significant differences between the results of the experimental and control groups in the writing test. CALL users' achievement in EFL were significantly higher than nonusers (df = 38, p≤.05). This significant difference between the two groups favoring CALL users was an indication of the effect of CALL on improving students' knowledge and competency in EFL.
The Intermediate Students' Attitudes Towards Computer-Assisted Language Learning
Abstract This paper investigates the intermediate students' attitudes towards Computer Assisted Language Learning (CALL). Some schools in Asser region have integrated computer technology into their educational system, and especially into their English classes. A questionnaire is distributed manually among the students of the Sixth Intermediate School in Khamis Mushayt, Saudi Arabia. The results show that most of the students have a positive attitude towards CALL, but they still need training to use the computer effectively in English learning. This paper presents some recommendations for students to get more benefits from using the computer. Keywords: Computer Assisted Language Learning (CALL), Integration, Saudi EFL learners, and students' attitudes.
The Qualitative Report, 2020
This cross-cultural qualitative study investigated the attitudes and perceptions of language students towards computer-assisted language learning (CALL). We examined the strengths, weaknesses, opportunities, and threats of CALL in language education according to Iranian and Spanish students’ perceptions and attitudes. In addition, we found out the differences between Iranian and Spanish language students’ perceptions and attitudes towards CALL. The participants were 237 language students, and the researchers applied an online 10 open-ended question instrument for data collection and a SWOT analysis for data analysis. The findings of the content analysis revealed that many language students in Iran and Spain approved that CALL provides a wide range of tools, resources and materials for language learning. Among many pedagogical implications, this study suggests more CALL programs in order to enhance students’ CALL literacy.
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.
Mediterranean Journal of Social Sciences, 2015
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.
ATTITUDES OF STUDENTS AT FKIP UNIVERSITAS RIAU TOWARD COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)
This paper identified attitudes toward CALL of students studying English as a foreign language (EFL) at FKIP Universitas Riau. Seventy students who were enrolled in the orientation year of an English program were chosen to participate in this study by expressing their attitudes toward CALL. Standardized and local instruments were used along with interviews and observation techniques to collect data.
Students’ Attitudes and Perceptions towards Computer-Assisted Language Learning
Journal of Applied Linguistics and Language Research, 2017
Research in the field of CALL has provided evidence for the benefits of using computer-based learning activities in the language classroom (Selfe & Hilligoss, 1994; Pennington, 1996; Beauvois, 1997). Furthermore other researchers assert that computers create a better learning environment (Frisch, 1995), can help students improve their skills (Joiner, 1997 and Martinez-Lage, 1997) and learn foreign languages easier (Bush, 1997) and can make students like their lessons more and take less time to learn something (Bush, 2000). Therefore studying students’ attitudes and perceptions towards computers in the classroom can help us see if there are positive perspectives on implementing and using this promising medium in the classroom. A total of 90 high school students ( N=90 ), 48 boys and 42 girls, 13-15 years old ( M=14.00, SD=0. 821 ) participated in the study. All students were asked to complete a questionnaire. By analyzing the data it is evident that students enjoy using such a medium...