Main Article Content
Abstract
This study aims to explore Bangladeshi college students’ attitude, perception, interests 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 analysed by SPSS software and the responses of the qualitative part were thematically analysed. The findings revealed that students showed positive attitude towards the integration of CALL in English language learning and teaching process. Nonetheless, the Chi-square value revealed that there is no significant relationship between gender variation and the attitude to CALL. 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.
Keywords
Article Details
References
- AbuSeileek, A. F. (2011). The Effect of Computer-Assisted Cooperative Learning Methods and Group Size on the EFL Learner’s Achievement in Communication Skills. Computer and Education, 58(1), 231-239. http://dx.doi.org/10.1016/j.compedu.2011.07.011
- Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers’ use of information and communication technology. International journal of instruction, 2(1).
- Akinwamide, T. K., & Adedara, O. G. (2012). Facilitating Autonomy and Creativity in Second Language Learning through Cyber-Tasks, Hyperlinks and Net-Surfing. English Language Teaching, 5(6), 36-42.
- Albirini, A. (2006).Teachers’ Attitudes Toward Information and Communication Technologies. Journal of Computer & Education, 47, 373-398.
- Alexander, J.O. (2008). Collaborative design, constructivist learning, information technology immersion, and electronic communities: a case study. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century No.7, Pp; 1–2.
- Allum, P. (2002). CALL and the classroom: The case for comparative research. ReCALL: the Journal of EUROCALL, 14(1), 146.
- Anderson, J., van Weert, T., & Duchâteau, C. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development. UNESCO, Paris.
- Baek, Y., Jung, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(1), 224–234.
- Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL quarterly, 40(1), 133-156.
- Bhaurao, P. B. (2015). Role of ICT in Indian digital education system. Indian Streams Research Journal, 5(2), 1-5.
- Brown, K. G. (2001). Using computers to deliver training: Which employees learn and why?. Personnel Psychology, 54(2), 271-296.
- Velazquez-Torres, N. (2006). How well Are ESL Teachers Being Prepared to Integrate Technology in Their Classrooms?. Tesl-Ej, 9(4), n4.
- Ceyhan, A. A. (2008). Predictors of problematic internet use on Turkish university students. CyberPsychology & Behavior, 11(3), 363-366.
- Chambers, A., & Davies, G. (Eds.). (2001). ICT and language learning: a European perspective (Vol. 1). CRC Press.
- Chapelle, C., Jamieson, J., & Preiss, S. (2005). Call evaluation by developers, a teacher, and students. CALICO Journal.
- Conlan, C., & Ahmed, S. (2011). Same old, same old: from boring to creative presentation. Brac University
- Debski, R. (2000). Exploring the re-creation of a CALL innovation. Computer Assisted Language Learning, 13(4-5), 307-332.
- Egbert, J., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6(3), 108-126.
- Eslit, E. (2014). Computer assisted language teaching: Learning without dust.
- Finkbeiner, C. (2001). One and all in CALL? Learner–moderator–researcher. Computer assisted language learning, 14(3-4), 339-361.
- Fisher, R. (2007). BEHAVE: Computer-assisted prescreening of video streams for unusual activities. The EPSRC project GR S, 98146.
- Garrett, N. (1982). A Psycholinguistic Perspective on Grammar and CALL.
- Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal, 50(2), 63-76.
- Goundar, S. (2014). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211-229.
- Hanson-Smith, E. (1997). Technology in the Classroom: Practice and Promise in the 21st Century. TESOL Professional Papers# 2.
- Hara, N. (1998, October). Students’ perspectives in a Web-based distance education course. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago, IL. Retrieved April 30, 2020, from https://files.eric.ed.gov/fulltext/ED426633.pdf
- Hasan, Mehedi (2006). Condition of English in Bangladesh: Second language or Foreign. Dhaka: Dhaka University Press.
- Hong, K. H. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL: the Journal of EUROCALL, 22(1), 53.
- Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer assisted language learning, 18(5), 351-368.
- Ikeda, N. (1999). Language learning strategies with sound?hints in computer?based drill. Journal of Computer Assisted Learning, 15(4), 312-322.
- Islam, M. S., & Grönlund, Å. (2011, August). Digital Bangladesh–A Change We Can Believe in?. In International Conference on Electronic Government and the Information Systems Perspective (pp. 107-121). Springer, Berlin, Heidelberg.
- Jones, B. G. (2002). Emerging technologies: Technology for prospective language teachers. Language Learning and Technology, 6(3), 10-14.
- Kalanda, K. (2005). Factors influencing college students' attitudes toward technology (Doctoral dissertation, University of South Africa).
- Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. Online Submission, 3(1).
- Lea, M. R. (2004). Academic literacies: A pedagogy for course design. Studies in higher education, 29(6), 739-756.
- Lee, L. (2004). Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8(1), 83-100.
- Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization. New York: Oxford University Press
- Mitra, A. (1997). Toward evaluating computer aided instruction: Attitudes, demographics, content. Evaluation and Program Planning, 20(4), 379-391.
- Mokhtari, H. (2013). Iranian EFL learners’ attitude towards CALL. Procedia-Social and Behavioral Sciences, 70, 1630-1635.
- Mungania, P. (2003). Seven E-learning barriers facing employees: Executive summary of dissertation. University of Louisville (Online), 21-25.
- Mutlu, A., & Eroz-Tuga, B. (2013). The role of computer-assisted language learning (CALL) in promoting learner autonomy. Eurasian Journal of Educational Research, 51, 107-122.
- O’Brien, M. G. & Levis, J. M. (2017). Pronunciation and technology. In M. O’Brien & J. Levis (Eds.), Proceedings of the 8th Pronunciation in Second Language Learning and Teaching Conference (pp. 1-9). Ames, IA: Iowa State University. https://apling.engl.iastate.edu/alt-content/uploads/2017/05/PSLLT_2016_Proceedings_finalB.pdf
- Oh, E., & French, R. (2007) Preservice teachers’ perceptions of an introductory instructional technology course. CALICO Journal, 24(2), 253-267.
- Ridgway, J., & Passey, D. (1991). A constructivist approach to educational computing. Australian Educational Computing, 6(2), 4-9.
- Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of teacher Education, 54(4), 297-310.
- Sabzian, F., & Gilakjani, A. P. (2013). Teachers’ attitudes about computer technology training, professional development, integration, experience, anxiety, and literacy in English language teaching and learning. International Journal of Applied Science and Technology, 3(1), 67-75.
- Salehi, H., & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. In 3rd International Conference on e-Education, e-Business, e-Management and e-Learning IPEDR (Vol. 27).
- Sharma, P., & Barrett, B. (2008). Blended learning: Using technology in and beyond the language classroom. Macmillan.
- Skinner, B., & Austin, R. (1999). Computer conferencing—does it motivate EFL students?. Retrieved from https://pure.ulster.ac.uk/ws/files/11304415/Computer_conferencing.pdf
- Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179-192.
- Stokes, A. (1997). Making a sucess of call. English teaching professional, (4), 20-27..
- Stricker, L. J., Wilder, G. Z., & Rock, D. A. (2004). Attitudes about the computerbased test of English as a foreign language. Computers in Human behavior, 20, 37-54.
- Teo, T. (2006). Attitudes toward computers: A study of post-secondary students in Singapore. Interactive Learning Environments, 14(1), 17-24.
- University Grants Commission of Bangladesh. (2015). Annual Report 2015.
- UNESCO (2002). Information and Communication Technology in Education–A Curriculum for Schools and Programme for Teacher Development. Paris: UNESCO
- Unwin, A. (2007). The professionalism of the higher education teacher: What's ICT got to do with it? Teaching in Higher Education, 12(3), 295-308. http://dx.doi.org/10.1080/13562510701278641
- Vrasidas, C., Georgeous, A. S., & Papanastasiou, E. (2007). Educational media and innovative practice:
- Wang, L. (2005). The advantages of using technology in second language education. Technology Horizons in Education Journal, 38-41.
- Wheeler, S. (2010). The New Smart Devices for Learning. Proceedings from Learning Technologies 2010 Conference, London.
- Winter, J., Cotton, D., Gavin, J., & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. ALT-J, 18(1), 71-83.
- Woodrow, J. E. (1991). A comparison of four computer attitude scales. Journal of Educational Computing Research, 7(2), 165-187.
- Yasmin, F. (2018). Challenges to Computer Assisted Language Teaching at University Level. International Journal, 6(2), 188-197.
- Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computers Assisted Learning, 19, 447-461. http://dx.doi.org/10.1046/j.0266-4909.2003.00049.x
References
AbuSeileek, A. F. (2011). The Effect of Computer-Assisted Cooperative Learning Methods and Group Size on the EFL Learner’s Achievement in Communication Skills. Computer and Education, 58(1), 231-239. http://dx.doi.org/10.1016/j.compedu.2011.07.011
Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers’ use of information and communication technology. International journal of instruction, 2(1).
Akinwamide, T. K., & Adedara, O. G. (2012). Facilitating Autonomy and Creativity in Second Language Learning through Cyber-Tasks, Hyperlinks and Net-Surfing. English Language Teaching, 5(6), 36-42.
Albirini, A. (2006).Teachers’ Attitudes Toward Information and Communication Technologies. Journal of Computer & Education, 47, 373-398.
Alexander, J.O. (2008). Collaborative design, constructivist learning, information technology immersion, and electronic communities: a case study. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century No.7, Pp; 1–2.
Allum, P. (2002). CALL and the classroom: The case for comparative research. ReCALL: the Journal of EUROCALL, 14(1), 146.
Anderson, J., van Weert, T., & Duchâteau, C. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development. UNESCO, Paris.
Baek, Y., Jung, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(1), 224–234.
Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL quarterly, 40(1), 133-156.
Bhaurao, P. B. (2015). Role of ICT in Indian digital education system. Indian Streams Research Journal, 5(2), 1-5.
Brown, K. G. (2001). Using computers to deliver training: Which employees learn and why?. Personnel Psychology, 54(2), 271-296.
Velazquez-Torres, N. (2006). How well Are ESL Teachers Being Prepared to Integrate Technology in Their Classrooms?. Tesl-Ej, 9(4), n4.
Ceyhan, A. A. (2008). Predictors of problematic internet use on Turkish university students. CyberPsychology & Behavior, 11(3), 363-366.
Chambers, A., & Davies, G. (Eds.). (2001). ICT and language learning: a European perspective (Vol. 1). CRC Press.
Chapelle, C., Jamieson, J., & Preiss, S. (2005). Call evaluation by developers, a teacher, and students. CALICO Journal.
Conlan, C., & Ahmed, S. (2011). Same old, same old: from boring to creative presentation. Brac University
Debski, R. (2000). Exploring the re-creation of a CALL innovation. Computer Assisted Language Learning, 13(4-5), 307-332.
Egbert, J., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6(3), 108-126.
Eslit, E. (2014). Computer assisted language teaching: Learning without dust.
Finkbeiner, C. (2001). One and all in CALL? Learner–moderator–researcher. Computer assisted language learning, 14(3-4), 339-361.
Fisher, R. (2007). BEHAVE: Computer-assisted prescreening of video streams for unusual activities. The EPSRC project GR S, 98146.
Garrett, N. (1982). A Psycholinguistic Perspective on Grammar and CALL.
Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal, 50(2), 63-76.
Goundar, S. (2014). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211-229.
Hanson-Smith, E. (1997). Technology in the Classroom: Practice and Promise in the 21st Century. TESOL Professional Papers# 2.
Hara, N. (1998, October). Students’ perspectives in a Web-based distance education course. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago, IL. Retrieved April 30, 2020, from https://files.eric.ed.gov/fulltext/ED426633.pdf
Hasan, Mehedi (2006). Condition of English in Bangladesh: Second language or Foreign. Dhaka: Dhaka University Press.
Hong, K. H. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL: the Journal of EUROCALL, 22(1), 53.
Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer assisted language learning, 18(5), 351-368.
Ikeda, N. (1999). Language learning strategies with sound?hints in computer?based drill. Journal of Computer Assisted Learning, 15(4), 312-322.
Islam, M. S., & Grönlund, Å. (2011, August). Digital Bangladesh–A Change We Can Believe in?. In International Conference on Electronic Government and the Information Systems Perspective (pp. 107-121). Springer, Berlin, Heidelberg.
Jones, B. G. (2002). Emerging technologies: Technology for prospective language teachers. Language Learning and Technology, 6(3), 10-14.
Kalanda, K. (2005). Factors influencing college students' attitudes toward technology (Doctoral dissertation, University of South Africa).
Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. Online Submission, 3(1).
Lea, M. R. (2004). Academic literacies: A pedagogy for course design. Studies in higher education, 29(6), 739-756.
Lee, L. (2004). Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8(1), 83-100.
Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization. New York: Oxford University Press
Mitra, A. (1997). Toward evaluating computer aided instruction: Attitudes, demographics, content. Evaluation and Program Planning, 20(4), 379-391.
Mokhtari, H. (2013). Iranian EFL learners’ attitude towards CALL. Procedia-Social and Behavioral Sciences, 70, 1630-1635.
Mungania, P. (2003). Seven E-learning barriers facing employees: Executive summary of dissertation. University of Louisville (Online), 21-25.
Mutlu, A., & Eroz-Tuga, B. (2013). The role of computer-assisted language learning (CALL) in promoting learner autonomy. Eurasian Journal of Educational Research, 51, 107-122.
O’Brien, M. G. & Levis, J. M. (2017). Pronunciation and technology. In M. O’Brien & J. Levis (Eds.), Proceedings of the 8th Pronunciation in Second Language Learning and Teaching Conference (pp. 1-9). Ames, IA: Iowa State University. https://apling.engl.iastate.edu/alt-content/uploads/2017/05/PSLLT_2016_Proceedings_finalB.pdf
Oh, E., & French, R. (2007) Preservice teachers’ perceptions of an introductory instructional technology course. CALICO Journal, 24(2), 253-267.
Ridgway, J., & Passey, D. (1991). A constructivist approach to educational computing. Australian Educational Computing, 6(2), 4-9.
Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of teacher Education, 54(4), 297-310.
Sabzian, F., & Gilakjani, A. P. (2013). Teachers’ attitudes about computer technology training, professional development, integration, experience, anxiety, and literacy in English language teaching and learning. International Journal of Applied Science and Technology, 3(1), 67-75.
Salehi, H., & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. In 3rd International Conference on e-Education, e-Business, e-Management and e-Learning IPEDR (Vol. 27).
Sharma, P., & Barrett, B. (2008). Blended learning: Using technology in and beyond the language classroom. Macmillan.
Skinner, B., & Austin, R. (1999). Computer conferencing—does it motivate EFL students?. Retrieved from https://pure.ulster.ac.uk/ws/files/11304415/Computer_conferencing.pdf
Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179-192.
Stokes, A. (1997). Making a sucess of call. English teaching professional, (4), 20-27..
Stricker, L. J., Wilder, G. Z., & Rock, D. A. (2004). Attitudes about the computerbased test of English as a foreign language. Computers in Human behavior, 20, 37-54.
Teo, T. (2006). Attitudes toward computers: A study of post-secondary students in Singapore. Interactive Learning Environments, 14(1), 17-24.
University Grants Commission of Bangladesh. (2015). Annual Report 2015.
UNESCO (2002). Information and Communication Technology in Education–A Curriculum for Schools and Programme for Teacher Development. Paris: UNESCO
Unwin, A. (2007). The professionalism of the higher education teacher: What's ICT got to do with it? Teaching in Higher Education, 12(3), 295-308. http://dx.doi.org/10.1080/13562510701278641
Vrasidas, C., Georgeous, A. S., & Papanastasiou, E. (2007). Educational media and innovative practice:
Wang, L. (2005). The advantages of using technology in second language education. Technology Horizons in Education Journal, 38-41.
Wheeler, S. (2010). The New Smart Devices for Learning. Proceedings from Learning Technologies 2010 Conference, London.
Winter, J., Cotton, D., Gavin, J., & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. ALT-J, 18(1), 71-83.
Woodrow, J. E. (1991). A comparison of four computer attitude scales. Journal of Educational Computing Research, 7(2), 165-187.
Yasmin, F. (2018). Challenges to Computer Assisted Language Teaching at University Level. International Journal, 6(2), 188-197.
Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computers Assisted Learning, 19, 447-461. http://dx.doi.org/10.1046/j.0266-4909.2003.00049.x