Students’ Attitudes towards Computer-assisted Language Learning

Afshari, Mojgan; Ghavifekr, Simin; Siraj, Saedah; Duan, Jing

doi:10.1016/j.sbspro.2013.10.407

Cited by 23 publications

(33 citation statements)

References 14 publications

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“…Nguyen and Tri (2014) reported that students showed their agreement with use of ICT (Information Communication Technology) in helping their listening speaking, writing, reading, and grammar and vocabulary knowledge. Regarding behavioural and affective components, findings of the present study were found parallel with some previous research studies (Afshari, Ghavifekr, Siraj, & Jing, 2013;Kalanzadeh, Soleimani, & Bakhtiarvand, 2014;Kitchakarn, 2015;Warschauer, 2013). Afshari et al (2013) showed that perceived usefulness and ease of use influence learners' attitude positively.…”

Section: Discussionsupporting

confidence: 92%

“…Regarding behavioural and affective components, findings of the present study were found parallel with some previous research studies (Afshari, Ghavifekr, Siraj, & Jing, 2013;Kalanzadeh, Soleimani, & Bakhtiarvand, 2014;Kitchakarn, 2015;Warschauer, 2013). Afshari et al (2013) showed that perceived usefulness and ease of use influence learners' attitude positively. Kalanzadeh et al (2014) reported that more than half of participants believed computer-based activities are enjoyable and it was supported by findings of the present study.…”

Section: Discussionsupporting

confidence: 92%

“…In a similar study, Afshari, Ghavifekr, Siraj, and Jing (2013) examined the university students' attitudes toward use of computer-assisted language learning. A survey questionnaire was used to collect data from 100 students at university of Malaya.…”

Section: Review Of Literaturementioning

confidence: 99%

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The Perception of EFL High School Students in Using of Computer Technology in the Process of Learning: Merits and Demerits

2016

ALLS

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Recent developments in the field of computer technology have led to a renewed interest in the process of learning. In order to investigate EFL learners' perception of technology use, a mixed method design was used to explore students' attitude. Quantitative data was collected through questionnaires and qualitative data using open-ended questions.The questionnaire was distributed in two different high schools (one male and one female) in Zanjan, 2015. Participants were 340 high school students who filled in CALLAI questionnaire. The data of the questionnaire was analysed using Statistical Packages for Social Sciences (SPSS) Version 20. Descriptive statistics including frequencies and percentages were used to analyze questionnaire items.Data gathered from open-ended questions was analysed using qualitative data analysis software NVivo 8.0. It was found that students had positive attitude toward facilitation of English learning in the classroom through computer technology. Our objective was to explore students' perceptions of technology usage in high schools .The implication of this study was that students, with prior experience in technology, might benefit more from technology use in education. Furthermore, it could be guidance for teachers to better understand world of technology and recognize possible barriers to integration of technology.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 92%

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The Perception of EFL High School Students in Using of Computer Technology in the Process of Learning: Merits and Demerits

2016

ALLS

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“…Researchers and the educational agencies in the last decade have focused on preparing teachers to integrate digital technology in instruction. The National Council for Accreditation of Teacher Education (NCATE) emphasized that teachers must take advantage of technology for instruction and be prepared to use technology effectively in the classroom (Afshari, Ghavifekr, Siraj, & Jing, 2013). In order to be ready to integrate technology in the curriculum, teachers must be provided with a solid foundation of knowledge and skills in digital media and develop new understandings, new approaches, new roles, new forms of professional development, and new attitudes about technology integration (Ruggiero & Mong, 2015;Sabzian & Gilakjani, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…This paper investigates the technological and pedagogical readiness levels of Kuwaiti teachers to implement digital curriculum and explores the factors that may affect teachers' decisions to integrate technology into the curriculum. In fact, understanding the pedagogical and technological factors can help overcome the barriers to integrate technology in the classroom (Afshari et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

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Implementing a Digital Learning Initiative: a Case Study in K-12 Classrooms

Stork

2017

J Form Des Learn

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Mobile devices have become especially enticing to schools because of their portability, flexibility, and intuitive interfaces. A growing number of schools have begun using tablets as a cost-effective strategy in a digital learning environment. Other schools have embraced a bring your own device (BYOD) policy, which addresses pedagogical goals as well as the lack of funds many schools struggle with to support digital learning. BYOD makes digital learning easier by leveraging the devices students already have. The purpose of this study was to explore a digital learning initiative implementation in a large public school district in southwest Florida in order to provide formative feedback to guide its digital learning initiative beyond the initial implementation.

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Students’ Attitudes towards Computer-assisted Language Learning

Cited by 23 publications

References 14 publications

The Perception of EFL High School Students in Using of Computer Technology in the Process of Learning: Merits and Demerits

The Perception of EFL High School Students in Using of Computer Technology in the Process of Learning: Merits and Demerits

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Implementing a Digital Learning Initiative: a Case Study in K-12 Classrooms

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