EFL female faculty members’ beliefs about CALL use and integration in EFL instruction: The case of Saudi higher education

Alkahtani, Saad

doi:10.1016/j.jksult.2011.04.004

Cited by 9 publications

(8 citation statements)

References 18 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%

“…In Pinner's study (2012), which investigated teachers' attitudes and motivations towards using computer-assisted language learning (CALL), the results showed that there was a general eagerness amongst teachers to use computers in their classes more. Another study conducted by Alkahtani (2011) examined female faculty members' beliefs and attitudes towards CALL integration in an EFL context. The results revealed that they had positive beliefs and attitudes towards the use of computers in language teaching.…”

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: Related Research On Efl Teachers' Perceptionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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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“…Teachers can be positioned at different levels with regards to knowledge and practice of using and integrating computers in language teaching. A study of Alkahtani (2011) reveals that EFL teachers' beliefs about CALL integration in their classes depend on various factors that include teacher's level of computer usage, the technical support they receive from the institutional authorities and the extent of teacher training support they obtain from the institute. However, teachers 'training aimed at improving and upgrading their knowledge of computers for integrating and using for practical teaching purposes seems to be neglected by many scholars.…”

Section: Literature Reviewmentioning

confidence: 99%

Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

Habbash¹

2021

Preprint

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Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

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Models of assessment in the classroom: a comparative research of CALL-based vs. traditional assessment on vocabulary learning among Iranian EFL learners

Shamshiri,

Esfahani,

Hosseini

2023

Lang Test Asia

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There are a few empirical studies on comparative effects of CALL-based assessment and traditional assessment on Iranian EFL students’ vocabulary learning; therefore, the present research tried to fill this gap. To achieve this purpose, the NELT was administered to 89 EFL students, and 58 of them whose level of English proficiency was the intermediate were chosen for the target sample of the current research. Then, they were randomly divided into two groups of control and experimental, and a vocabulary pre-test was given to them. Next, the experimental group (EG) received a CALL-based assessment treatment, and the control group (CG) received a traditional-based assessment instruction. After instructing 100 new words to both groups, a vocabulary post-test was conducted, and an ANCOVA test and a paired samples t-test were utilized to analyze the scores of the pre- and post-tests. The gained outcomes indicated that the EG outstripped the CG on the post-test of vocabulary. It was concluded that using the CALL-based assessment was more useful than the conventional assessment for learning English vocabulary items. The research findings can be beneficial for EFL teachers, learners, and curriculum designers.

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EFL female faculty members’ beliefs about CALL use and integration in EFL instruction: The case of Saudi higher education

Cited by 9 publications

References 18 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

Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

Models of assessment in the classroom: a comparative research of CALL-based vs. traditional assessment on vocabulary learning among Iranian EFL learners

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