Integrating CALL into English Language Learning: Bangladeshi College Students’ Perceptions and Challenges

This study aims to explore Bangladeshi college students’ perception and challenges with regard to the application of Computer Assisted Language Learning (CALL) in learning English. A mixed method research was designed and administered to obtain the purposes of the present study. One hundred undergraduate students (52 male and 48 female) of English Department studying at a government college in Bangladesh participated in the questionnaire survey while twenty students (11 male and 09 female) were purposively chosen for the semi-structured interview section. The collected data of quantitative part were analyzed by SPSS software and the responses of the qualitative part were thematically analyzed. The findings revealed that students showed positive perception towards the integration of CALL in English language learning and teaching process. The results also revealed that students’ face some difficulties in using computer and other relevant technological equipment for English Language learning. The results provide concepts and suggestions to the future researchers for further investigations in relation to CALL for the benefits of learners and learning.


Introduction
With the unparalleled rise, swift expansion and progress of globalization, English has turned out to be a widely used language for communication around the globe (Belcher, 2006). Like other developing countries, in Bangladesh, English as a foreign language receives a good attention for its multidimensional aspects including higher study, escalating job prospects both locally and globally, communicating with foreigners for various purposes, utilizing the technological boon, and travelling to other countries (Hasan, 2006). Therefore, the position and rank of English here is seen increasing than ever. But, regrettably, in Bangladesh, the students despite studying English as a required course throughout their academic life cannot comfortably use it (Khan, 2007). Hence, the opportunities globalization offers are beyond reach for many students (Souriyavongsa et al., 2013).

Integrating CALL into English Language Learning: Bangladeshi College Students' Perceptions and Challenges
It is conspicuous that these days students who have been brought up in technology saturated environments cannot envisage a world without the presence of ICT tools. ICT is a new literacy and across the curriculum. ICT is not only can improve students achievement but also their character (Apriani, 2016). Teachers need to be creative in using technology (Syahrial & Syafryadin, 2020). As a result, the learners can be more benefited if the technological boon is fused in language learning process (Wheeler, 2010;Azwandi, et al. 2019;Anggitasari, et al. 2020;Handayani, et al. 2020). Hence, Computer Assisted Language Learning (CALL) has widely been accepted in the process of teaching and learning in the modern world since it pleases both visual and auditory senses of the students (Alexander, 2008). Vrasidas et al. (2007) stated that CALL is an effective model of teaching and learning English language that offers both instructors and learners a variety of effective learning opportunities.
According to Hanson-Smith (1997), learners can attain a substantial progress in language skills promptly through the use of CALL. He further mentioned that CALL ensures student autonomy by providing the learners with necessary feedback on their task and analysis of errors right away. Again, Lee (2004) expounded that CALL materials encourage learners to learn independently, motivate to continue peer interaction and help them understand their needs. In this way, learner achievements can be improved. Afshari et al., (2007) concluded that learners get motivated highly while using CALL in their language learning process. Thus, it is really necessary to consider the perception of the students toward the integration of CALL in the language learning acquisition process. That's why Zhang (2011) illustrates on the positive opinions of learners towards the efficacious use of CALL in the language learning procedure. Moreover, the Government of Bangladesh is actively giving much importance on the use of ICTs to make people avail the benefit of government's initiatives (Islam & Grönlund, 2011). So, digitalizing the language learning process can be an effective idea for it (Akinwamide & Adedara, 2012 (2015), the annual total intake number of students in NU affiliated colleges in 2015 was 821329. Given the fact, NU has undertaken a project titled 'College Education Development Project' aiming to improve the existing teaching and learning environment of Bangladeshi colleges so that education institutions are equipped to produce graduates with more market relevant skills.
Therefore, like students of Public Universities and Private Universities, the students of the colleges should be considered since these college students contribute to the work force in the country. Nonetheless, no study has been yet to be conducted on the perception of the students of tertiary education at the government colleges in Bangladesh. This study is important because to know the usage of CALL for English teaching and learning process for students. The purpose of this investigation is to explore whether the use of CALL in the process of English language teaching and learning is actually motivating for the students in the government colleges of Bangladesh.
This study also tries to delve into challenges that students undergo in the use of CALL in the classroom and search for the feasible solutions to use CALL with ease.
Besides, the ways of applying CALL into English language teaching-learning methods based on the experiences of learners will be discussed. In order to realize the intention of this research, two specific research questions have been developed.
Following are the research questions of this study: 1. What are the students' perceptions to CALL for learning English? 2. What are the challenges faced by students to use CALL in learning English?

Research Design and Instrumentation
The researcher has chosen mixed methods approach to conduct this investigation. However, mixed methods research involves collection, analysis and

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Integrating CALL into English Language Learning: Bangladeshi College Students' Perceptions and Challenges 502 mixture of both quantitative and qualitative data (Creswell & Clark, 2007). For the purposes of this research, the researcher has designed a questionnaire script.
Questionnaire has been chosen so that it can help the researcher simplify and measure and perceptions of the learners toward the usage of CALL in learning English language (Leedy & Ormrod, 2001). The questionnaire includes thirteen fivepoint Likert scale (1= strongly disagree, 2= disagree, 3= neutral, 4= agree and 5= strongly agree) divided into three sections. The number of questions is limited so that it can be completed in ten to fifteen minutes. On the other hand, the interview script consists of five semi-structured questions. The questions for the students are designed to discuss in detail the experiences as regards integrating CALL into English language teaching and learning.

Sampling
However, the researcher has selected simple random sampling for the quantitative survey and purposive sampling for the qualitative interview section of this research. In simple random sampling, the process of selecting a sample amongst population is determined for a number of various purposes (Gravetter & Forzano, 2011). It is undertaken in order to eliminate bias from the process of selection in a large sample size and ensure representative samples (Saunders et. al., 2012).
Nonetheless, 100 students (52 male and 48 female) of English department in a government college of Bangladesh have been chosen for filling in the questionnaire survey forms. Thus, all the respondents have been selected based on the possibility of getting precise data. However, 20 students as the respondents have been selected for the semi-structured interview part. The data have been collected using Bangla language so that they can understand and answer without feeling hesitations and the total interview have been recorded using smart phone with their consent. The number of questions is limited so that the interviews can be conducted in a maximum of 45 minutes. Nonetheless, with a view to triangulating the data of the questionnaires and interviews, the questions of the interview have been focused on the same issues based on which the questionnaires were devised.

Validity and Reliability
Comprehensive survey instruments have been used in the study to evaluate the perceptions of students toward CALL for the internal consistency of the survey instruments. Accordingly, the researcher conducted the Cronbach's Alpha method with SPSS software with a view to ensuring the reliability of the survey questionnaire (McDonald, 1999).

Data Analysis
By SPSS v 25, the researcher has carefully analyzed the quantitative data. The statistical tools include tabular presentation, Cronbach's alpha method for data validity and chi-square test to investigate the correlation between gender of learners and their perception towards use of CALL. The researcher has used the mean with a view to comparing different sets of data. Besides, standard deviation is used to get the reliability of answers to each item. The results from the questionnaires are presented in the format of tables and charts. Conversely, the researcher has applied thematic analysis for qualitative semi-structured interview. Thematic analysis is used to examine classifications and show themes (Boyatzis, 1998). It illustrates the data exhaustively and deals with various subjects via explanations (Braun & Clarke, 2006).

Findings
This section incorporates various statistical analyses of quantitative data collected from the students for the study as well as qualitative analysis of semistructured interview collected from the students of a government college in Pabna district. perceptions to the advantages of CALL.     Table 5 shows the challenges faced by the students to use CALL in English language teaching-learning process. The challenges incorporate the reluctance of the teachers to apply CALL in the classroom, expensive CALL materials, technical problems that hamper teaching learning process (Al-Ruz & Khasawneh, 2011).
Besides, according to the responses of the students, the instructors should be trained to use CALL more effectively (Wiebe & Kabata, 2010;Almekhlafi, 2006). However, the mean value and value of standard deviation justify students' perception regarding the challenges of using CALL.

Validity and Reliability Test
In order to evaluate the validity and reliability of instruments used in this study, Cronbach's alpha method has been used. The appraised outcomes of Cronbach's alpha indicate that all items in the questionnaires are consistent as well as the whole assessment is internally reliable. However, Cronbach's Alpha value applied for the dependent and independent variables in the survey is as follows: At first, the researcher has checked the perception of students regarding the advantages of CALL. The majority of the students (89%) find CALL an effective strategy for saving time in the learning process, providing instant feedback on their drills and learning autonomy. It is same findings with Apriani and Hidayah (2019),she found that ICT (CALL one of them) can saving time in teaching and learning process. Besides, they find computer as a tutor guiding them. CALL is a tools or medias that facilitate teaching and learning process in the classroom (Apriani, et.al, 2019).
Their claim concerning the function of computer as an instructor is consistent with a study (2007)  Finally, the researcher investigated the challenges of using CALL in the learning process faced by the students. Their responses mirrored that insufficient training and reluctance of teachers to using CALL in the classroom hinder their learning process. This statement is in harmony with the result of a study of Mumtaz (2000). Mumtaz (2000) expounded that due to insufficient training and reluctance of teachers to using CALL, learners are demotivated and discouraged. Besides, while accessing to computer for learning, they also face some technical glitch barring their learning process. This contention is in liaison with the results of a study of Muilenberg (2001) where he found reluctance of teachers, inadequate access to internet and frequent technical hitch as the challenges of using CALL. Further, Albirini providing numerous sources of information, yielding and nourishing their ingenuity, efficiency, academic attainment, and analytical skill. Besides, they feel rejuvenated and motivated to use CALL in their learning process. Second, although, they face some difficulties like reluctance of teachers to use CALL in the classroom, technical problems, expensive CALL materials, distraction of minds, and their inclination to the integration of CALL in the language learning process is not shaken. In fact, their responses hold that CALL empowers students with learning autonomy (Teo, 2006;Rumpagaporn, 2007). The students mark inadequate training and unwillingness of using CALL by the teachers as one of the major challenges. Hence, if teachers are motivated to take training on the use of CALL and apply it in the classroom, this portion of challenges could be managed. Besides, they term technical problems and insufficient administrative supports as the challenges for the integration of CALL in the language teaching-learning process.