This study investigated EFL learners' satisfaction with the asynchronous online learning program Tell Me More (TMM). 340 EFL learners' satisfaction with the TMM program was surveyed. In addition, a semi-structured focus group interview was conducted with 10 of the participants to gain in-depth insight into their satisfaction. The findings showed that the learners' were highly satisfied with the vocabulary, reading and listening aspects of the program. It further indicated learners' satisfaction to use TMM for self-study, meaningful content and its language learning potential. Moving forward, in selecting tutorial CALL programs, stakeholders could consider programs with contents that can be adapted to cater for learners' needs and preferences. Additionally, TMM could be improved to include aspects that will help learners develop spontaneous communication skills that will appeal most to learners' interest. Furthermore, CALL programmers are enlightened on aspects in online learning programs that does not only satisfy EFL learners the most but also aspects that needs to be improved to ensure maximum satisfaction. Further research could consider how learners' perceptions influence their satisfaction and how it translates to overall learners' achievement.

This study investigated 350 English as a foreign language (EFL) undergraduate students’ use of Tell Me More (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners’ self-study practices with the TMM program? 2) How did learners’ self-study practices enhance or undermine the purpose of using the TMM program? Self-report questionnaire with subscales from Students Approaches to Learning and a semi-structured focused group interview were used to investigate the participants’ practices, effort and persistence on the TMM. The findings indicated that the learners multitasked to compensate for the lack of support from instructors and for assessment purposes, sometimes left the program on to count the time. The findings on the time of use suggested that self-study practices do not depend only on learners’ attitude or features of the learning environment but also goals set by instructors. Additionally, the findings showed that learners made moderate effort of use and were inconsistent in their self-study practices. The findings shed new light on what accounts for the effective use of educational technologies and how practices could be improved. This study would guide developers of online learning curriculums and educators on learning goals and assessment types to be incorporated in online self-study programs.

This descriptive study aimed at finding the impact of Tell Me More (TMM), an online language-learning program, on English as a foreign language (EFL) undergraduate learners' achievement in a University in Thailand. The study also looked at whether the time of use of TMM had an effect on learners' achievement. Data was collected from the scores of students at four proficiency levels who did the placement, progress and achievement tests in the TMM program for the 2015 academic year. The analysis of the data indicated an improvement in English language achievement for the beginner and advanced proficiency levels after the use of the TMM program. However, TMM did not have any effect on students of intermediate+ and intermediate proficiency levels. The ANOVA and pairwise comparison analysis revealed a significant difference between the proficiency levels. The analysis of the time on task was striking. It raises concerns about the use of time as the sole indicator for assessment. The findings suggest that learning goals and assessment have the capacity to influence the use of computer-assisted language learning technologies. The study therefore will guide instructors on how to design curriculums for autonomous online learning and improve ways of assessment.

The study examined EFL learners' perceptions, practices and achievement with the online language-learning program Tell Me More (TMM). A questionnaire and semistructured focus group interview were used for data collection. A sample of 340 EFL learners were surveyed for their perceptions and practices; of them, 10 were further selected for an in-depth semi-structured focus group interview. Data on the learners' scores at four proficiency levels were analyzed for learners' achievement. The results indicated that the learners perceived TMM moderately useful and easy to use for learning English. With regard to learners' practices, they multitasked and sometimes left the program on to count the hours of use. The Pearson's correlation analysis revealed a positive correlation between learners' perception of the usefulness and ease of use of TMM. However, there was no correlation between learners' perceptions and practices. The analysis of learners' scores indicated an improvement in achievement for learners at the beginner and advanced proficiency levels, while learners at the intermediate and intermediate+ proficiency levels had a drop in their achievement. The findings do not only expand the knowledge base of learners' perceptions, practices, and achievement with computer-assisted language learning programs but also guide institutions on how to make effective use of educational technologies to improve learning practices and performance.