Foreign language learning attitude as a predictor of attitudes towards computer-assisted language learning

AbstractThis study aimed at investigating the relationship between attitudes towards computer-assisted language learning (CALL) and foreign language learning (FLL) attitudes. One hundred and thirty female students were selected according to simple random sampling. Their FLL and CALL attitudes were assessed by A-FLL and A-CALL questionnaires. The findings revealed that Iranian students showed general positive attitudes towards CALL and FLL. CALL attitudes and computer use were found to be positively related. However, attitudes towards CALL were not related to age, computer ownership, and access. Furthermore, a positive correlation between attitudes towards CALL and FLL attitude was found, suggesting that higher FLL attitudes could predict positive attitudes towards CALL

A Probe Into Learning Approaches And Attitudes Towards Technology-enhanced Language Learning (tell) In Chinese Instruction

This quantitative research, carried out at the military environment at the Defense Language Institute investigated whether learning approaches could predict learners\u27 language proficiency and learners\u27 attitude towards technology-enhanced language learning (TELL). In addition, it also examined whether learners\u27 demographic factors, such as age, educational backgrounds, prior experience in foreign language learning and in TELL as well as their ability to use PC and the World Wide Web could predict the above mentioned language proficiency and attitude. A cluster sampling method was adopted and data was collected in four Chinese departments at the institute. Both the learning approaches inventory ASSIST and the attitudes towards TELL survey were administered to 158 Chinese language learners. 137 valid responses were obtained. All data were input into SPSS for regression and correlation analyses. Conclusions of the study are as follows: 1. The surface and apathetic approach (p\u3c.01) was a significant predictor for both learners\u27 measured language proficiency and their self-perception of academic performance. 2. The strategic approach was a positive predictor for learners\u27 attitudes towards TELL; whereas, surface and apathetic approach was a negative predictor for learners\u27 attitudes towards TELL. 3. None of the learners\u27 demographic variables could not predict either learners\u27 language proficiency or their attitudes towards TELL. Implications for instructional design, curriculum development, teacher education, as well as relevant research issues were discussed

Saudi English as a foreign language learners\u27 attitudes toward computer -assisted language learning

This study investigated Saudi English as a Foreign Language (EFL) Learners\u27 attitudes toward Computer-Assisted Language Learning (CALL) at the Institute of Public Administration (IPA) in Saudi Arabia. Five research questions were developed: (1) What are the Saudi EFL learners\u27 general attitudes toward CALL at the IPA? (2) What are Saudi EFL learners\u27 attitudes toward the CALL software used at the IPA? (3) What are the differences between IPA Saudi EFL learners\u27 attitudes toward CALL based on their years of English learning? (4) What are the differences between IPA Saudi EFL learners\u27 attitudes toward CALL based on their current computer knowledge? (5) What are the differences between IPA Saudi EFL learners\u27 attitudes toward CALL based on their gender?;The research questionnaire was administered to a total of 578 participants, including students from several levels of English language proficiency, major areas of study, and three distinct locations. Statistical methods including standard deviation, mean, regression analysis, and t-test were used to analyze data.;The findings indicated that the Saudi EFL learners\u27 attitudes toward CALL and the software were positive. The results of the regression analysis showed that computer knowledge and gender served as the best predictors of learners\u27 attitudes toward CALL. The t-test findings showed that Saudi female EFL learners had more positive attitudes toward CALL than their male counterparts.;The findings of this study will help to improve the use of CALL at the IPA and other college-level institutions in Saudi Arabia

ENGLISH FOREIGN LANGUAGE (EFL) INSTRUCTORS’ AND TEACHERS’ PERCEPTIONS TOWARDS THE INTEGRATION OF INTERNET-ASSISTED LANGUAGE TEACHING (IALT) INTO EFL INSTRUCTION

Although internet-assisted language teaching (IALT) has been recognised by the rapid progress of internet, there is a lack of published studies concerning the perceptions and perspectives of English Foreign Language (EFL) teachers on the integration of the internet into language learning and teaching. This study compares the differences between EFL university instructors’ perceptions and state and private school EFL teachers’ perceptions, towards the integration of internet-assisted language teaching (IALT) into EFL instruction. 82 participants took part in the survey and responded to the questions about their perceptions towards integrating internet-assisted language learning into EFL instruction, what types of internet resources they use to enhance language learning, and what kind of barriers prevent the use of the internet in EFL classes. A mixed-method approach, quantitative and qualitative, was administered in this study. The quantitative part of the research is a questionnaire with two sections, and the qualitative part is an open-ended questionnaire. Both quantitative and qualitative results demonstrate that although both instructors and teachers showed positive attitude towards IALT, the internet activities they used in the classroom were limited, and there were some barriers against internet use in the language classroom, such as limited time, limited computer facilities and certain technical problems

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students’ academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners’ self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants’ digital literacy level, learner satisfaction, computer anxiety and self-efficacy respectively. Statistical analysis of the results revealed an overall adequate level of students’ digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners’ digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course

Check This Word Out! Exploring the Factors That Affect Students’ Vocabulary Learning Using Smartphones via Partial Least Squares

A rigorous understanding of the use of Smartphones for foreign language vocabulary acquisition is crucial. Employing the technology acceptancemodel, this study aims to investigate students’ behavioural factors affecting Saudi students’ attitudes towards employing Smartphones for foreign vocabulary acquisition. Two hundred and seventy-three students studying in a preparatory year programme were surveyed. SmartPLS was employed to analyse the data obtained fromthe study’s sample. The results revealed that perceived usefulness and attitude proved to be significantly and positively related to vocabulary development. In addition, perceived usefulness and perceived ease of use proved to be significant predictors of students’ attitudes towards the use of Smartphone for vocabulary learning.However, the study showed that the relationship between perceived ease of use and vocabulary development is not significant.Thus, publishers of dictionariesmay find it necessary to take into account the important role played by the design of dictionaries interfaces in facilitating the use of dictionaries in Smartphones. Furthermore, teachers and educators are encouraged to employ creative activities (e.g., word guessing games) that invest students’ use of Smartphones to learn vocabularies. Using Smartphones in learning improves interaction among students and teachers. Discussion and conclusions are also provided

Quantifying Factors Affecting Willingness to Communicate in English: Understanding Young Learners at Perhentian Island

Perhentian Island is a renowned islands by the locals and the tourists around the world. The island receives a high number of tourists every year. The high number of tourism activities has influenced the English communication skills among the locals who are using their own local dialect as a medium of communication. Nevertheless, based on the school yearly assessment, the proficiency among the pupils in the one and only school in Perhentian Island did not show any significant effect. It has brought up the question of how much the tourism activities could influence the English proficiency of the pupils. This research investigated the pupils’ willingness to communicate in English as a Second Language by applying the variables extracted from Theory Reason Action (TRA) and the variables from willingness to communicate (WTC). The respondents involved in this research (N=107) were the pupils at the Perhentian Island. The findings showed that the willingness of communication in L2 has influenced the pupils’ attitude and behavior in using English language during the school hours. The results reveal that perceived attitude is the main factor that influenced pupils’ readiness in Perhentian Island to communicate in English as a second language. The implications of the results and future research directions are also discussed

The Influence of Integrating Technology in Language Learning Courses

Second language learning (L2) in many parts of the world often involves students in rote memorization and repetitive tasks that are not motivational. This study investigated how technology can be integrated into teaching to support active language learning and personal engagement that benefits motivation, course satisfaction and enhances social experiences. Theories guiding this investigation included Gardner's Integrative theory of language learning involving social construction, cooperative learning and communicative competence, and Dörnyei's L2 Motivational Self System that involves successful engagement with the ideal self, ought-to-self, and L2 learning experience. Participants included 315 students in two Taiwanese universities taking night courses in year 1-4 English courses. Both universities integrate technology across the courses with video clips, audio listening, web searching and creating presentations. Students completed a 66 item "Motivation to Learn English with Technology" survey near the end of the term that included these sections: 1) Desire to Learn English, 2) Preference of Learning Style, 3) Social Experience, 4) Course Satisfaction, 5) Level of Engagement, 6) Technology Experience, and 7) Demographics. Data was analyzed using multiple and simple regression as well as correlation analysis. Desire to Learn English had a positive relationship with Preference of Learning with Technology; r =.37, p <.05. Learning with Technology also has a positive relationship with Activity Engagement r =.33, p<.05. Preference of Learning with Technology was a positive predictor of Course Satisfaction; R square=.22, F(1, 313)=86.75, p <.05. Technology Experience was also a positive predictor of course satisfaction; R square=.03, F(1, 313)=9.50, p<.05. Preference to Learn with Traditional Methods was also a positive predictor of Course Satisfaction ( r =.49), p<.05. Desire to Learn English also shows positive relationship with social experience r=.35, p<.05; and Social Experience shows positive correlation with Course Satisfaction r=.55, p<.05. The Demographics (gender, academic major, academic year, and English level) were not significant predictors. Students with a higher preference for learning with technology are more likely to become actively involved in class activities, have greater desire to learn English, and gain a higher degree of course satisfaction. Because learning with technology appears to benefit motivation and course satisfaction, educators might consider integrating technology throughout their language-learning curriculum

Computer anxiety and attitudes toward using Internet in English language classes among Iranian postgraduate student teachers

This study was designed to investigate the level of computer anxiety and the overall attitudes of Iranian postgraduate student teachers toward using the Internet in English language classes. Using a stratified random sampling, 160 participants (64 males and 96 females) were selected to take part in the study. These respondents were English language teachers who were pursuing their studies in Teaching English as a Second Language (TESL), English Literature, and Linguistics in public universities of Malaysia. A three-part questionnaire consisting of demographic information, Computer Anxiety Rating Scale (CARS) and Internet Attitude Scale (IAS) was administered in the data collection process. A pilot test was also conducted to achieve the reliability of the instruments. In order to strengthen the results, a semi- structured interview was conducted as well. The results indicated that the level of computer anxiety and the attitudes of the respondents toward using the Internet were of a moderate level. The findings of the independent-sample t-test showed significant mean differences between males and females and their level of computer anxiety and also their attitudes toward using the Internet. In addition, findings of the Pearson correlation coefficient revealed a significant negative relationship between computer anxiety and the participants' attitude toward using the Internet in their English language classes. Meanwhile, responses gauged through interview also supported the above findings. In conclusion, to eliminate the computer anxiety of teachers and encourage them to use the Internet technology in their classes, they should be equipped with sufficient technology skills through training programmes which can convince them about the usefulness of technologies in their instruction and create positive attitudes when using technology in the teaching and learning process