Attitudes of English language learners towards computer assisted language learning in Karachi


Research Paper (undergraduate), 2014
44 Pages

Excerpt

TABLE OF CONTENTS

ABSTRACT

Chapter 1: Introduction
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

Chapter 2: Literature Review
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

Chapter 3: Methodology and Research Design
3.1 Methodology
3.2 Population
3.3 Sample
3.4 Sampling Procedure
3.5 Research Instrument
3.6 Data Collection Method

Chapter 4: Data Analysis and Interpretation
4.1 Research Results

Chapter 5: Findings and Recommendations
5.1 Findings and Recommendations

References

Appendix 1

ABSTRACT

Technological developments in every field resulted in the advancement of instructional technology, as well. Due to these improvements, the number of research studies carried out on computer usage and education increased. Foreign language education and technology use is one of the research fields that are continuously growing. Although there is a number of studies investigating the effective use of computer-assisted language teaching, there await some vital questions to be answered. By focusing on a specific context of CALL, this study tries to investigate the attitudes of students towards computer integration in language teaching and learning. 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.

Keywords: attitudes, CALL, English Language Teaching, technology, Computer- assisted Language learning, foreign language learning, attitude, motivation.

Chapter 1: Introduction

1.0 Introduction

This chapter presents the background of the study, purpose of the research, Scope of the study research questions, and definition of the terms used in the research.

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.

Frequently, students have positive attitudes towards modern technologies and think technologies make them proficient in learning second language. Second language acquisition can be increased through computer-assisted language learning. In addition, CALL provides learning efficiency, learning effectiveness, as well as motivation too. Nowadays laptops, desktop computers, tablets, and smartphones are being used in the classrooms of Pakistani schools and colleges. Therefore, both teachers and students have to move forward with the implementation of use of technologies in learning second language.

1.2 Purpose of the research

The purpose of the research is to identify some of the underlying problems of implementation of CALL in different schools and colleges in Karachi.

1.3 Scope of the Study

This study aims to investigate some points related with the attitudes of English language learners towards computer-assisted language learning (in Karachi). One of the points is that the schools are not equipped well enough to make CALL as beneficial as possible. Another one is the fact that not all the language teachers are familiar with the technology and not all the familiar ones know how to use it for language teaching purposes.

1.4 Research Questions

The study aims to answer the following questions.

1. Do the students have negative or positive attitudes towards the use of CALL?
2. Do the students attribute any educational value to CALL?
3. How confident are the students in using CALL?

1.5 Definition of terms

This section provides with the brief outline of the project.

CAL: Computer- assisted learning is an interactive instructional technique where a computer is used to present the instructional material.

CALL: Computer- assisted language learning (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.

Attitude: Attitude refers to a tendency to respond positively or negatively towards a certain idea, methodology, instructional technique, as well as beliefs etc.

Chapter 2: Literature Review

This chapter presents the Literature review, Importance of technology for non-native learners, available technologies to teach a particular language, and importance of computer assisted learning.

2.0 Literature Review

This study focused at work on the literacy components such as speaking, reading, listening, and writing of English language. In addition, this study also focused how CALL is useful for learning and teaching English language and its positive impact on students. After the year 2000 CALL stages developed quickly and the applications arrived at the four parts of dialect instructing/learning. It is an actuality that instructive settings have changed by the widespread use of PCs (Park, & Son, 2009) .Software and other programs can be accessed easily with the help of internet and World Wide Web. In addition, a number of schools and colleges have been adopting computer technology in learning and teaching languages.

2.1 Importance of technology to non-native learners

Teaching and learning technologies become popular in students during the last 10 years. Second language learners can enjoy variety of tools in learning second language through CALL (Reinders, & Thomas, 2012). In order to learn second language, teachers as well as students are using computer and its related technologies including internet and users of technologies are increasing rapidly (Han, 2008). Proper and continuous use of technology in learning second language makes students efficient learners of second language (Hoopingarner, 2009). Students can experience a second language, and the culture associated to particular region using computers and related technologies; a wide range of material like videos, recorded lectures, animations, pronunciation of particular vocabulary items can be accessed by computers. In addition, speaking dictionaries provides the correct pronunciation that can be heard repeatedly (Dickinson, Brew, & Meurers, 2012).Student’s learning capabilities and motivation can be improved using computer and related technologies, and technology provides interactive and interesting techniques in building educated vocabulary as well as computer technology presents complicated grammatical points in an easy manner (Díaz,Jansson,& Martínez, 2011).Technology provides face to face interaction with native speakers (Salinas, Cabrera, & Ríos, 2012). Proper use of technology becomes powerful tool in learning and teaching a foreign language (Gill, 2011)

2.2 Available technologies to teach a particular language

Teaching and learning are varying from a traditional classroom setting to progressively technology, where students are not passive learners, and the students must use familiar technology in order to get maximum benefits. (Edwards-Groves,2012).

It is important to point out that technology has changed the traditional techniques of teaching and learning a particular language. The Internet, multimedia, mobile devices, tablets, etc. have changed the overall techniques of teaching. In addition, teaching as well as learning through computers is more attractive and motivational (Levy, 2009).Role of technology in teaching and learning has been increased, new trends provide more interaction such as teleconferences, and video chats (Gill, 2011).There are various type of hardware and software available in the market, therefore selection of hardware and software depends on many reasons such as familiarity and implementation of technology in the classroom. In addition, hardware and software must fulfill the students need (Stockwell, 2007). New technology has changed teaching techniques of second language ,these technologies includes laptops, multimedia, tablets, mobile devices, touch pen tablets, handheld computers etc. (Abdollapour, & Maleki,2012).

2.3 Importance of Computer Assisted Language Learning

A number of research studies proved that students’ performance was better who was learning through CALL while the students showed poor performance that was not learning through CALL (Grgurovic, Chapelle, & Shelley, 2013). According to Lee (2000), integration of computer technology in foreign language instruction provides experimental learning, better understanding, strong interaction between students and teachers, motivation towards learning, and provides self-study environments too. Reading, writing, speaking, listening skills, grammar, vocabulary, and pronunciation must be developed through CALL. According to Healey (1999), CALL is the best tool in developing reading skills such as skimming, scanning etc. Feedback provided by the CALL program help teachers to check mistakes done by students.

2.4 Disadvantages of Computer Assisted Language Learning

According to Gips(2004), CALL and its related technologies increases the educational costs. Poor students or low budget schools cannot afford computer labs and CALL experts. Students will have to bear extra expenses. Insufficient knowledge of computers creates negative attitudes towards learning a language. There are some limitations in learning through computers because computer cannot handle complex situations. In addition, hardware and software problems create hindrance for both teachers and students concentration and motivation.

Chapter 3: Methodology and Research Design

3.1 Methodology

The present study is a descriptive study, which has described the various aspects of attitudes of learners of English towards CALL based on the various factual data collected from the area where the research has been conducted.

3.2 Population

The population for this research study is comprised of 200 learners of English language from different schools. Respondents were full time students in different colleges where English language is being taught in addition to English courses included in syllabus of their Intermediate education and some of them were studying in some language institutions too.

3.3 Sample

The sample size used in this research is comprised of all colleges from where data was collected. In this study, sample size of 115 was used.

3.4 Sampling Procedure

Stratified sampling method was used for grouping members of the population into relatively homogeneous subgroup before sampling.

3.5 Research Instrument

For the purpose of study, questionnaire survey has been used .Moreover; the personal interview method was adopted for those who will not want to fill the questionnaire and the telephonic interview were conducted for the remote colleges.

3.6 Data Collection Method

For the purpose of study, questionnaire survey has been used .Moreover; the personal interview method was adopted for those who will not want to fill the questionnaire and the telephonic interview were conducted for the remote colleges. The choice of method is a difficult job if someone does not know how to get data. By comparing my research objectives with the strength and weakness of each method, it become easy to choose the method that were best suited to my research work. So I used different data collection methods because it was not appropriate for selecting only one method in my opinion. No doubt this mixed methodology increased the time and cost but it provided me reliable data which was the core objective of this research. The following methods were used for collection of data.

illustration not visible in this excerpt

The questionnaire survey provided me very important and reliable information because the person who filled the questionnaire put the question mark on the question which he or she was unable to understand. When I visited them to collect filled questionnaire, the remaining questions were filled at that time. So the correct and required information were collected through this information-gathering instrument. In the case of personal interview, I used audio-visual aid for the proper recording of the interview. The telephonic interview helped me to reduce cost and better access too hard to reach respondents through repeated call backs. But I had faced problems such as limited interview time; people did not want to give information etc. The technique of personal observation is also used in data collection, which verifies the validity of instrument result.it was very important to avoid bias of the audience.

Chapter 4: Data Analysis and Interpretation

4.1 Research Results

The output of the research is described as under using descriptive analysis. The questions along with responses are describes below in sequence

4.1.1 Opinion of the students about “computer proficiency”

Frequency Table 1.1

illustration not visible in this excerpt

In response of this question 19.1% strongly agree, 39.1%agree, 10.4% undecided, 18.3% disagree and 13% strongly disagree. This result shows that 58.3% students’ intention is towards computers or they think learning through computers is beneficial for them, and 31%students do not want to learn through computers. The reason why some students do not want to learn through CALL is shortage of knowledge about computers or they have insufficient knowledge about computers. So according to the analysis of this question we conclude that students showed positive attitudes towards CALL.

[...]

Excerpt out of 44 pages

Details

Title
Attitudes of English language learners towards computer assisted language learning in Karachi
College
National University of Modern Languages, Islamabad
Author
Year
2014
Pages
44
Catalog Number
V351864
ISBN (eBook)
9783668384965
ISBN (Book)
9783668384972
File size
696 KB
Language
English
Tags
attitudes, english, karachi
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

Comments

  • No comments yet.
Read the ebook
Title: Attitudes of English language learners towards computer assisted language learning in Karachi


Upload papers

Your term paper / thesis:

- Publication as eBook and book
- High royalties for the sales
- Completely free - with ISBN
- It only takes five minutes
- Every paper finds readers

Publish now - it's free