Pages: 57-63
Published: 30.04.2017
Abstract: It should be borne in mind that CALL does not refer to the use of a computer by a teacher to type out a worksheet or a class list or preparing his/her own teaching alone. The field of computer-assisted language learning (CALL) is, by the very nature of its dependence on technology, one that is in a constant state of change. Given the centrality of technology in CALL, any discussions of theory, research or practice must take into the consideration the impact that technology has, not only on the learning process, but also on the reasons for and the focus of research undertaken in the field, and the range of factors which may contribute to how and why technology is employed in a given context. The purpose of this study was to investigate attitudes toward computer-assisted language learning among 60 Iranian secondary school students. The methodology employed a replication design and questionnaire approach. T-test analysis of variance procedures were used to evaluate relationships among the independent variables and the attitude survey responses. Findings indicated that Iranian college students hold positive attitudes toward learning English, using computers, and using computers when learning English. Moreover, male Iranian college students held more favorable attitudes than females toward the use of computers when learning English.
Key words: computer, attitudes, computer-assisted language learning, technology.
|
