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
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
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