Saudi English as a foreign language learners' attitudes toward computer -assisted language learning

Abstract

This study investigated Saudi English as a Foreign Language (EFL) Learners' attitudes toward Computer-Assisted Language Learning (CALL) at the Institute of Public Administration (IPA) in Saudi Arabia. Five research questions were developed: (1) What are the Saudi EFL learners' general attitudes toward CALL at the IPA? (2) What are Saudi EFL learners' attitudes toward the CALL software used at the IPA? (3) What are the differences between IPA Saudi EFL learners' attitudes toward CALL based on their years of English learning? (4) What are the differences between IPA Saudi EFL learners' attitudes toward CALL based on their current computer knowledge? (5) What are the differences between IPA Saudi EFL learners' attitudes toward CALL based on their gender? The research questionnaire was administered to a total of 578 participants, including students from several levels of English language proficiency, major areas of study, and three distinct locations. Statistical methods including standard deviation, mean, regression analysis, and t-test were used to analyze data. The findings indicated that the Saudi EFL learners' attitudes toward CALL and the software were positive. The results of the regression analysis showed that computer knowledge and gender served as the best predictors of learners' attitudes toward CALL. The t-test findings showed that Saudi female EFL learners had more positive attitudes toward CALL than their male counterparts. The findings of this study will help to improve the use of CALL at the IPA and other college-level institutions in Saudi Arabia.

Saudi high school students’ attitudes and barriers toward the use of computer technologies in learning English

“…The findings of the current study also concur with the study of Bulut and AbuSeileek ( 2007 ), who demonstrated the positive ideas and reactions toward the general use of CALL in learning English of 112 Saudi university students of English at King Saud University. Similarly, the findings of Al Shammari ( 2007 ) support the results of the present study. He proved that Saudi EFL students positively support the use of CALL software as an effective technique to develop the process of learning English.…”

“…Female subjects showed more positive and stronger overall attitudes toward the use of computer technology in the process of learning English than the male subjects. These findings are similar to those of Al Shammari ( 2007 ), who pointed out that gender had an important role in influencing the attitudes of the subjects. Specifically, the present study revealed that female participants proved more positive attitudes than male participants toward CALL software use in learning English.…”

“…In Saudi Arabia, where English is studied as a foreign language, Saudi EFL learners have realized the importance of using computer technologies in learning English. Mishal Al Shammari ( 2007 ) asserts that Saudi EFL students have tendency to use computer technologies in learning English and demonstrated positive stands and reactions towards the general use of CALL as an effective technique to develop the process of learning English. Consequently, the results of the current study are useful and beneficial for both students and teachers in schools and universities.…”

“…Another study by Al Shammari ( 2007 ) researched the Saudi EFL students’ reactions towards CALL at Institute of Public Administration (IPA) in Saudi Arabia. The study based on a survey of questionnaires as tools for data collection that distributed to 1465 participants who were undergraduate learners of English in four campuses in Saudi Arabia.…”

Promoting Academic Writing Proficiency of Iranian EFL Learners through Blended Learning

“…The use of this new technology, has introduced an innovative scenario to the traditional instruction which resulted in positive perceptions towards Edmodo and MALL since it facilitates collaborative learning and students' self-confidence (Bozanta &Mardikyan, 2017;Yunkul & Cankaya, 2017). It also increases effectiveness of communication and language learning (Al-Said, 2015; Al- Shammari, 2007;Mokhta & Dzakiria, 2015;Sandu, 2015;Thongmak, 2013). Moreover, it is stated that implementation of Edmodo projects had a positive effect on students' motivation towards language learning in general (Alshawil & Alhomoud, 2016;Hariri & Bahanshal, 2015), and writing skill in particular (Tsiakyroudi, 2018) as it increased students' participation and engagement in the writing tasks.…”