Foreign Language Learners’ Beliefs about CALL: The Case of a U.S. Midwestern University

Abstract

A significant body of research has examined language learners’ attitudes toward particular technologies used in foreign language classrooms. However, literature is scarce on foreign language learners’ beliefs toward computer-assisted language learning (CALL) in general. To narrow this gap, we investigated the constructs that compose a system of language learners’ beliefs toward CALL at a large U.S. university and examined whether the amount of technology used and the target language (TL) play a role in shaping learners’ beliefs. The findings of this large-scale survey of 2,061 students studying nineteen different TLs indicate four factors comprising learners’ belief systems toward CALL in this context: efficacy of technology for language learning and its connection to motivation, satisfaction with technology used in the learners’ classes, specific benefits of technology, and the importance of computer skills and technical support. Learners’ CALL beliefs were more positive when they had had more exposure to technology in their classes, but this varied based on the TL. Higher use of technology outside of class resulted in more positive beliefs across the board, independent of the TL. The pedagogical implications are that greater exposure to effective and varied models of CALL might result in more positive beliefs toward it.

Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy

“…Kato, Spring, and Mori (2016) have documented similar student perceptions of increased confidence and fluency, which they stated was a byproduct of their investigation into interactions between L1–L2 learner dyads using the SVCMC-tool Skype. Because the use of SVCMC with TalkAbroad has such high approval and perceptions of effectiveness from the students themselves, this may constitute one justification for its use in the classroom so as to continue to encourage buy-in from students in CALL-related activities (Sydorenko et al, 2017).…”

“…For instance, with the rise of CALL in language teaching pedagogy, Trinder (2015) has stressed that it is important for researchers ‘to get some evidence of what actually constitutes an ideal learning environment for today’s students in view of the proliferation of blended learning formats’ (p. 87). Likewise, others such as Sydorenko, Hsieh, Ahn, and Arnold (2017) have argued that in order to design appropriate CALL activities and encourage buy-in from students, it is imperative that the ‘benefits of CALL should also be made transparent to learners, either through reflection or by having instructors share their rationales’ (p. 213). These different forms of reflections, especially learner-reflections – in addition to serving the purpose of transparency – naturally lend themselves to study by researchers.…”

“…While Sydorenko et al (2017) have called for increased learner reflections surrounding CALL-related tools, the proliferation of digital technologies has led Cowie (2018) to advocate for the use of student transcription for facilitating reflective language learning. Although research is scarce, there are a few previous studies that have highlighted how transcription may be integrated into the L2 classroom.…”

Evaluation of Hypermedia Tools in Terms of Usability Heuristics for English Language Teaching

“…Teachers need to adapt to and adopt technologies to use them effectively in their teaching or even to be able to evaluate the tool (Godwin- Jones, 2016;Brick & Cervi-Wilson, 2015). Additionally, teachers should be able to realize that to achieve the language learning objectives, they need to prescribe or use those tools which support in reducing the mental load and deliver recognize rather than recall as an aspect of usability (Chapelle & Jamieson, 2008;Felix, 2008;Garrett, 2009;Hubbard, 2013;Godwin-Jones, 2015, 2016Sydorenko, Hsieh, Ahn, & Arnold, 2017). The process of learning is in the current times is becoming more user-centric, and therefore, teachers need to be more of facilitators and provide support and guidance (Becker et al, 2016;Blyth, 2018;Godwin-Jones, 2015;Kern, 2006;Kessler, 2018;Reinders & White, 2016).…”

Yabancılara Türkçe Öğretiminde Teknoloji Entegrasyonu

“…Ancak Voki'nin ücretsiz kullanılma özelliğinin ve kayıt süresinin çok kısıtlı olması öğrenci motivasyonunu ve yaratıcılığını olumsuz yönde etkileyebilmektedir. Chakowa 2018 Sınıflarda teknolojiye daha fazla maruz kalan öğrencilerin, yabancı dil öğrenirken teknoloji kullanılmasının faydalı olduğuna daha çok inandığı ve teknolojiyi kullanmaya daha istekli olduğu sonucuna varılmıştır (Sydorenko, Hsieh, Ahn & Arnold, 2017). Gonzalez-Vera 2016…”