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.
Table of Contents
1.0 Introduction
1.1 Background of the study
1.2 Purpose of the research
1.3 Scope of the Study
1.4 Research Questions
1.5 Definition of terms
2.0 Literature Review
2.1 Importance of technology to non-native learners
2.2 Available technologies to teach a particular language
2.3 Importance of Computer Assisted Language Learning
2.4 Disadvantages of Computer Assisted Language Learning
3.1 Methodology
3.2 Population
3.3 Sample
3.4 Sampling Procedure
3.5 Research Instrument
3.6 Data Collection Method
4.1 Research Results
5.1 Findings and Recommendations
Research Objectives and Focus Areas
This study aims to investigate the attitudes of English language learners in Karachi towards the integration of Computer-Assisted Language Learning (CALL). It focuses on identifying how students perceive the educational value, efficiency, and effectiveness of computer technology in improving language acquisition skills such as grammar, reading, speaking, and listening, while also addressing challenges regarding implementation in local educational settings.
- Student attitudes toward Computer-Assisted Language Learning (CALL).
- The impact of technology on specific language skills (grammar, reading, speaking, listening).
- Challenges in implementing CALL within higher secondary schools and colleges in Karachi.
- The relationship between computer proficiency and language learning effectiveness.
- Assessment of current educational settings and technological readiness.
Excerpt from the Book
1.1 Background of the study
CALL referrers to Computer- assisted language learning, and CALL is an instructional technique where computers and its related technologies such as laptop, World Wide Web, PDAs, mobile Phones, electronic white boards, DVD players, CD players, Multimedia projectors, etc. are used to present language material. Method of delivery of CALL includes: Drill and Practice, Tutorials, Simulation Activities, Games, Discovery, Problem Solving etc. Similarly tools for designing CALL programs include: Texts, Audio, Videos, Multiple-Choice, Webcams, Chat-Sessions, Immediate feedback, Exercise, Tests, and Problems etc. CALL provides: one-one-interaction, Freedom to experiment with learning options, immediate feedback, self-pacing, privacy for slow learners, multimedia provides a variety of format to present difficult material, and self-directed learning allow learners to decide when, where, and what to learn.
Technology is continuously changing all over the world, and it is rapid change in technology that computers and related technologies are being adopted in educational system as well. In Pakistan, technology is also gradually taking over classrooms at all levels of education, and impact of technology has on English language learners too. In order to observe advantages as well as disadvantages of CALL, several research studies has been conducted in Pakistan. It has been observed on the basis of research studies that CALL is an effective tool in learning and enhancing reading skills, writing skills, listening skills, and other fields of language learning English as a second language. Second language training instructor think students already know how to use computers and related technologies as well as programs that are required in learning second language through CALL. Schools and Colleges usually do not provide computer training along with second language learning.
Summary of Chapters
CHAPTER 1: INTRODUCTION: This chapter outlines the background, research objectives, scope, and specific questions guiding the study, alongside defining key terminology.
CHAPTER 2: LITERATURE REVIEW: This section covers existing academic knowledge regarding the importance of technology for language learners, available CALL tools, and the associated advantages and disadvantages.
CHAPTER 3: METHODOLOGY AND RESEARCH DESIGN: This chapter details the descriptive research approach, including population sampling of 115 students and the utilization of questionnaire and interview-based data collection methods.
CHAPTER 4: DATA ANALYSIS AND INTERPRETATION: This section provides a comprehensive breakdown of the survey results regarding computer proficiency and student attitudes toward learning specific skills via CALL.
CHAPTER 5: FINDINGS AND RECOMMENDATIONS: The final chapter synthesizes the study's findings, concluding that students generally hold positive attitudes toward CALL, and provides suggestions for improving teacher training and computer education.
Keywords
attitudes, CALL, English Language Teaching, technology, Computer-assisted Language learning, foreign language learning, attitude, motivation, educational software, language acquisition, digital literacy, secondary education, Karachi, language proficiency, pedagogical tools.
Frequently Asked Questions
What is the fundamental focus of this research?
The research focuses on the attitudes of English language learners in Karachi, specifically regarding the integration and effectiveness of Computer-Assisted Language Learning (CALL) within their curriculum.
What are the primary themes discussed in the study?
The study covers themes such as computer proficiency, student motivation, the role of CALL in skill development (grammar, reading, speaking, listening), and the current challenges of technological implementation in Pakistani schools.
What is the main objective or research question?
The primary purpose is to identify students' attitudes toward CALL and to answer whether they find value in computer-integrated learning, how confident they are in using such tools, and whether these attitudes are positive or negative.
Which scientific methodology was utilized?
The author employed a descriptive research design using a mixed-method approach, involving a questionnaire survey of 115 students, supplemented by personal and telephonic interviews to gather reliable data.
What is covered in the main body of the work?
The main body systematically analyzes survey data collected from students, categorizing results by skill sets—such as grammar proficiency, reading comprehension, and speaking/listening capabilities—in relation to computer usage.
Which keywords characterize this work?
Key terms include attitudes, CALL, English Language Teaching, technology, language acquisition, digital literacy, and student motivation.
Does the study address the current state of computer literacy among students in Karachi?
Yes, the study identifies that many students possess limited computer knowledge, which often serves as a barrier to fully utilizing CALL, highlighting a significant need for better computer training.
What is the author's conclusion regarding the relationship between CALL and student performance?
The author concludes that positive attitudes toward CALL lead to increased motivation, which in turn helps students perform better in their language learning classes, provided they receive adequate training.
Does the study consider the role of teachers in implementing CALL?
Yes, the findings emphasize that a lack of efficient teacher training on how to employ technology effectively within the English teaching process is a primary challenge.
- Quote paper
- 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
