Algerian EFL University Teachers’ Attitudes towards Computer Assisted Language Learning: The Case of Djilali Liabes University

Abstract

Computer Assisted Language Learning (CALL) is still groping its way into Algerian English as a Foreign Language (EFL) classroom, where Information Communications Technologies (ICTs) are defined in terms of occasional use of computers and data projectors for material presentation in the classroom. Though major issues in the image of the lack of training and absence of facilities are clearly apparent, stakeholders’ attitudes are a decisive aspect that needs to be mapped out if we are to alter the current situation. Thus, the present work aims at investigating EFL university teachers’ attitudes towards CALL at Djilali Liabes University (western Algeria). The current work is a cross-sectional descriptive study that explores teachers’ attitudes across the three domains (affective, cognitive, and behavioural) and investigates other related aspects that may help indicate teachers’ likelihood to adopt CALL in the future. The results are promising as the investigated population not only demonstrated a clearly positive attitude towards CALL but also manifested a number of signs that indicate their likelihood to adopt CALL in the future if circumstances are favourable.

Factors Affecting Services for Computer Assisted Learning In a Remote Area: Analysis of Structural Equation Modeling

“…By focusing on the exploration of media which becomes part of the MALL, learners are able to optimize their interaction performance in the classroom so that it causes a positive impact on learning. This proves that the role of the teacher also influenced the application of learning technology through gamification in context-appropriate learning (Bouchefra & Baghoussi, 2017). Maximizing the role of teachers in using MALL that combines Amazon Kindle also successfully increases learning motivation and a sense of excitement in learning English, especially for learners in Palestine (Shraim, 2014).…”

“…Independent and autonomous learners are easier and more confident in conducting collaborative learning, especially by the optimization of mobile learning. The good attitude of teachers in fostering a positive attitude towards CAL and technology in learning is needed because this attitude leads a positive impact on the preparation of any learning that optimizes the media of technology in learning (Bouchefra & Baghoussi, 2017). The growth of a positive attitude at the beginning and during the learning process gives a great advantage to warrant learning success itself.…”

“…The second aspect of credibility is to show the ability to overcome every learning problem formally or informally. While the attraction is the personal teacher who is comfortable and safe when invited to communicate with students and able to maintain good interaction (Bouchefra & Baghoussi, 2017). Credibility is the attitude of a communicator to the source of communication carried out at a certain time or the extent to which the source of information is considered reliable.…”

Pre- and In-Service Teachers’ Assessment and Feedback in EFL Writing: Changes and Challenges

“…The findings also show that teachers' skills in responding to student text seem not to develop greatly in tandem with their growth in teaching practises. This could be interpreted as a lack of corresponding feedback knowledge and skills (Brookhart, 2011), or a weakness in their own writing competencies (Bouchefra, 2015). Furthermore, such unexpected findings might be explained by the difficulty of discovering and correcting the problems embedded in the text (Brenes, 2017) or the fear of making mistakes (Guénette & Lyster, 2013) in providing constructive feedback to the text.…”

Blogging in ESL class- gender-based attitude of the engineering students

“…The strength and durability of an attitude depend on its principal type, which might be effective, behavioral, or cognitive. Cognitively based attitudes are the hardest and strongest to change [11].…”