Teachers’ attitudes to and motivations for using CALL in and around the language classroom

Pinner, Richard

doi:10.1016/j.sbspro.2012.02.037

Cited by 14 publications

(11 citation statements)

References 4 publications

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“…The results obtained from the current study are consistent with the previous research on the perceptions, attitudes, beliefs and self-efficacy of EFL instructors and teachers towards internet-assisted language instruction and computer technology (Alkahtani, 2011;Amirsheibani and Iraji, 2014;Arkın, 2003;Aydın, 2013;Başöz and Çubukçu, 2014;Chen, 2008;Çelik, 2013;Külekçi, 2009;Pinner, 2012;Rafiee and Purfallah, 2014;Shin and Son, 2007). For instance, the study conducted by Başöz and Çubukçu (2014) investigated the attitudes of preservice EFL teachers of English towards using computers in language teaching.…”

Section: Discussionsupporting

confidence: 90%

“…The findings of these studies demonstrated that students showed generally positive attitudes towards computer-based language teaching. However, the studies on the perspectives and attitudes of EFL teachers and instructors towards computerbased and internet-assisted language teaching were limited in the literature (Alkahtani, 2011;Amirsheibani and Iraji, 2014;Arkın, 2003;Aydın, 2013;Başöz and Çubukçu, 2014;Chen, 2008;Çelik, 2013;Pinner, 2012;Rafiee and Purfallah, 2014;Shin and Son, 2007).…”

Section: Related Research On Efl Teachers' Perceptionsmentioning

confidence: 99%

“…Although most of the studies have emphasised the impact of computer-assisted and internet-assisted language teaching and EFL students' attitudes towards these teaching methods (Afshari, Ghavifekr, Siraj and Jing, 2013;Kılıçkaya and Seferoğlu, 2013;Mohktari, 2013;Rahimi and Yadollahi, 2011;Schofield and Davidson, 2003;Timuçin, 2006;Zaini and Mazdayasna, 2014), there is a lack of research on the perceptions and perspectives of EFL instructors' and EFL teachers' on the integration of internet in language learning and teaching (Alkahtani, 2011;Amirsheibani and Iraji, 2014;Başöz and Çubukçu, 2014;Pinner, 2012;Rafiee and Purfallah, 2014). Therefore, the main objectives of this paper are to find out whether there was a difference between EFL instructors' perceptions and state and private schools EFL teachers' perceptions towards the integration of internet-assisted language teaching (IALT)…”

Section: Introductionmentioning

confidence: 99%

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English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

Yükselir

2016

ERIES Journal

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Although internet-assisted language teaching (IALT) has been recognised by the rapid progress of internet, there is a lack of published studies concerning the perceptions and perspectives of English Foreign Language (EFL) teachers on the integration of the internet into language learning and teaching. This study compares the differences between EFL university instructors' perceptions and state and private school EFL teachers' perceptions, towards the integration of internet-assisted language teaching (IALT) into EFL instruction. 82 participants took part in the survey and responded to the questions about their perceptions towards integrating internet-assisted language learning into EFL instruction, what types of internet resources they use to enhance language learning, and what kind of barriers prevent the use of the internet in EFL classes. A mixed-method approach, quantitative and qualitative, was administered in this study. The quantitative part of the research is a questionnaire with two sections, and the qualitative part is an open-ended questionnaire. Both quantitative and qualitative results demonstrate that although both instructors and teachers showed positive attitude towards IALT, the internet activities they used in the classroom were limited, and there were some barriers against internet use in the language classroom, such as limited time, limited computer facilities and certain technical problems. Highlights •Both instructors and teachers showed positive attitude towards IALT • EFL instructors seem to have more confidence in applying computer technology in their classroom • EFL teachers perceived managing internet use, technical problems, and internet illiteracy Literature ReviewInternet Use and Language Teaching Rico and Vinagre (2000) argue that the use of the internet can be interactive and cooperative with the help of e-mail, conferencing tools and newsgroup, a virtual group of learners can exchange knowledge, ideas and points of view on any number of topics. Therefore, the internet can increase EFL learners' motivation to learn the foreign language.Nevertheless, many factors have an effect on integrating internetassisted language learning into foreign language instruction successfully. According to Cuban (1993), there have been two barriers for implementation of technology in language teaching, namely: first-order barriers including external and institutionrelated problems; and second-order barriers including internal and teacher-related problems.

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Section: Discussionsupporting

confidence: 90%

Section: Related Research On Efl Teachers' Perceptionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

Yükselir

2016

ERIES Journal

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“…Basically, the technology facilitates language leaning processes by providing teachers and students digital spaces and locales in an adaptable environment. In another study, Pinner (2012) found that because of intrinsic motivation or pedagogic value most teachers use CALL. "Another source of teachers' intrinsic motivation to use CALL could be the relevance they ascribe it to their students and the modern world" (p. 190), Pinner (2012) further concluded.…”

Section: Introductionmentioning

confidence: 99%

“…In another study, Pinner (2012) found that because of intrinsic motivation or pedagogic value most teachers use CALL. "Another source of teachers' intrinsic motivation to use CALL could be the relevance they ascribe it to their students and the modern world" (p. 190), Pinner (2012) further concluded. However, as with any technology that has human interaction, learning capacity and preference and as well as demographic characteristics of students are likely to influence the efficacy of the technology towards a desired objective.…”

Section: Introductionmentioning

confidence: 99%

An Assessment of the Effectiveness of CALL in Teaching English Language Writing Skills in Saudi Arabia

Alhujaylan¹

2019

SSRN Journal

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Computer-Assisted Language Learning (CALL) is playing a vital role in teaching English language to English as a Foreign Language (EFL) students. However, to best of my knowledge a little has been done in this regard to keep the students in line with the most recent advancements in this paradigm in Saudi Arabia. This paper evaluates the efficacy of CALL in improving students' writing skills and provides innovative techniques and robust strategies for long-lasting learning. The research seeks to fill in the knowledge gap regarding prospects of using CALL in the Kingdom with these main research questions; 1) how is the technology presently used for teaching the writing skills?; 2) what is the true impact of using CALL on students' writing skills?; 3) which area of the language (organization, structure, content, grammar) sees the most improvements by CALL to make them better writers? A quantitative research design was used for this study. The sample was sixty female students of a Saudi University divided equally into control and experimental groups. The elicited data analysis indicates that the performance scores of two groups differ significantly when taught through CALL. The research contends that using CALL can enhance students' writing skills over a short period of time when compared to the traditional ways of improving the writing skills. The current study also recommends that language classrooms should be equipped with all the latest technological facilities to encourage the use of CALL.

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Speech pronunciation practice system for speech-impaired children: a systematic review of impacts and functionality

Darejeh

Salim

Asemi

2017

Univ Access Inf Soc

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Teachers’ attitudes to and motivations for using CALL in and around the language classroom

Cited by 14 publications

References 4 publications

English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

English Foreign Language (Efl) Instructors’ and Teachers’ Perceptions Towards the Integration of Internet-Assisted Language Teaching (Ialt) Into Efl Instruction

An Assessment of the Effectiveness of CALL in Teaching English Language Writing Skills in Saudi Arabia

Speech pronunciation practice system for speech-impaired children: a systematic review of impacts and functionality

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