This study is primarily concerned with the students’ attitudes towards computer-assisted language learning. Its main purpose is to investigate what the students’ attitudes are towards computer-assisted language learning (CALL) in different higher secondary schools and colleges where English language is being taught in addition to the courses of English included in the prescribed syllabus. The study has been carried out in different schools in Karachi where English language is being taught in addition to their prescribed syllabus of general studies. The participants are students from different educational settings. The main topics discussed are the attitudes of students towards Computer-Assisted Language Learning. Both negative as well as positive attitudes of the students have been discussed in this this study.
Finally, factors affecting students’ attitudes and the relationships among computer-assisted learning, computer-assisted language learning and foreign language learning are also explored within the scope of the study. The findings demonstrate that most of the students have positive attitudes towards computer-assisted learning, computer assisted language learning and foreign language learning. Moreover, students’ attitudes towards computer assisted language learning, and foreign language learning are, indeed, interrelated.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Chapter 1: Introduction
- Chapter 2: Literature Review
- Chapter 3: Methodology
- Chapter 4: Results and Discussion
- Chapter 5: Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the attitudes of intermediate English language learners in Karachi towards Computer-Assisted Language Learning (CALL). The main objective is to determine the prevalence of positive and negative attitudes among students in various higher secondary schools and colleges. The study explores the factors influencing these attitudes and the relationships between CALL, computer-assisted learning, and foreign language learning in general.
- Student attitudes towards CALL in English language instruction.
- Factors influencing student attitudes towards CALL.
- The relationship between CALL, computer-assisted learning, and foreign language learning.
- Comparison of attitudes across different educational settings.
- Analysis of both positive and negative student attitudes towards CALL.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1: Introduction: This chapter introduces the research topic, highlighting the increasing importance of technology in foreign language education and the need for further investigation into student attitudes towards CALL. It sets the stage by discussing the context of CALL within English language teaching in Karachi and outlines the research questions and objectives of the study. The chapter establishes the significance of understanding student attitudes to improve CALL implementation and effectiveness. It emphasizes the gap in research focusing specifically on the attitudes of intermediate-level learners in the Karachi context.
Chapter 2: Literature Review: This chapter reviews existing literature on CALL, student attitudes towards technology in education, and the factors that influence these attitudes. It synthesizes previous research findings on the effectiveness of CALL and explores various theoretical frameworks related to technology integration in language teaching. The chapter establishes a foundation for understanding the complex interplay between technology, learning, and student attitudes, providing a theoretical background for the current research. Key studies and models regarding technology acceptance and learning are examined, contextualizing the current study within a broader academic conversation.
Chapter 3: Methodology: This chapter details the research design, participants, data collection methods, and data analysis techniques employed in the study. It describes the specific schools and colleges in Karachi where data was collected and the characteristics of the student participants. The chapter outlines the methods used to gather data on student attitudes, including surveys or interviews, and explains how the collected data was analyzed to answer the research questions. The methodological rigor is emphasized to ensure the credibility and validity of the research findings. It justifies the choices made in the research design and data analysis procedures.
Chapter 4: Results and Discussion: This chapter presents the findings of the study, analyzing the collected data on student attitudes toward CALL. It presents statistical analyses of the data and interprets the results within the context of the literature review. The chapter discusses both positive and negative attitudes toward CALL, identifying any significant trends or patterns. The results are interpreted in relation to the research questions and objectives, providing insights into the factors influencing student attitudes and the relationships between CALL, computer-assisted learning, and foreign language learning. The discussion section connects the findings to the existing literature, highlighting the implications of the study for CALL practice.
Schlüsselwörter (Keywords)
Attitudes, CALL, English Language Teaching, technology, Computer-assisted Language learning, foreign language learning, attitude, motivation, Karachi, intermediate learners.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this study?
This study investigates the attitudes of intermediate English language learners in Karachi towards Computer-Assisted Language Learning (CALL). The main objective is to determine the prevalence of positive and negative attitudes among students and explore the factors influencing these attitudes.
What are the key themes explored in this research?
The key themes include student attitudes towards CALL in English language instruction, factors influencing these attitudes, the relationship between CALL, computer-assisted learning, and foreign language learning in general, a comparison of attitudes across different educational settings, and an analysis of both positive and negative student attitudes towards CALL.
What is the structure of the document?
The document follows a standard academic structure. It includes an abstract (not shown in the preview), an introduction, a literature review, a methodology section, a results and discussion section, and a conclusion. The preview itself provides a table of contents, objectives and key themes, and chapter summaries.
What does Chapter 1 (Introduction) cover?
Chapter 1 introduces the research topic, emphasizing the growing importance of technology in foreign language education and the need for research into student attitudes towards CALL. It discusses the context of CALL in English language teaching in Karachi, outlines the research questions and objectives, and highlights the gap in research focusing on intermediate-level learners in Karachi.
What is discussed in Chapter 2 (Literature Review)?
Chapter 2 reviews existing literature on CALL, student attitudes towards technology in education, and the influencing factors. It synthesizes previous research findings on CALL effectiveness, explores theoretical frameworks related to technology integration in language teaching, and examines key studies and models regarding technology acceptance and learning.
What is detailed in Chapter 3 (Methodology)?
Chapter 3 details the research design, participants, data collection methods (like surveys or interviews), and data analysis techniques. It describes the schools and colleges involved, the characteristics of student participants, and justifies the choices made in the research design and data analysis procedures.
What are the contents of Chapter 4 (Results and Discussion)?
Chapter 4 presents the study's findings, analyzing data on student attitudes toward CALL. It includes statistical analyses, interpretation of results within the context of the literature review, and a discussion of both positive and negative attitudes. The results are related to the research questions and objectives, providing insights into influencing factors and relationships between CALL and foreign language learning.
What are the keywords associated with this research?
The keywords include Attitudes, CALL, English Language Teaching, technology, Computer-assisted Language learning, foreign language learning, attitude, motivation, Karachi, and intermediate learners.
What is the target audience of this research?
The target audience is likely researchers, educators, and anyone interested in CALL, English language teaching, and technology integration in education, particularly within the context of Pakistan (Karachi).
Where can I find the complete document?
The provided preview does not include the full document. To obtain the complete study, you would need to contact the publishing company or institution that distributed this preview.
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- Sajjad Hussain (Author), 2014, Attitudes of English language learners towards computer assisted language learning in Karachi, Munich, GRIN Verlag, https://www.grin.com/document/351864
