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Article Excerpt
This study investigated the effect of Computer Assisted Language Learning (CALL) on elementary-prep school students' improvement in English as a foreign language (EFL). Eighty-three students in Al-Tamayoz Elementary-prep School, United Arab Emirates, were selected and divided into experimental and control groups (43 and 40 participants respectively). Results of Analysis of variance (ANOVA) showed a significant difference between CALL users and nonusers in favor of the experimental group (p < .05). In addition, a questionnaire was administered to CALL users to investigate their attitude, perceived utility, and intention to use CALL in the future. Students in the experimental group had a positive attitude toward CALL, perceived its utility for helping them learn EFL, and had a strong intention to use it in the future. Results of this study have provided evidence of the effect of CALL on learning English as a foreign language. Implications and recommendations for future research are presented.
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Computer-Assisted Language Learning (CALL) is a technique for using technology in the field of language learning. Many studies worldwide have been conducted to investigate the effect of CALL on learning languages. Research results demonstrated a positive effect of CALL on students' learning and language competency.
In the context of UAE, studies involving CALL use are minimal. Almekhlafi (2004) investigated the effect of interactive multimedia (IMM) CD-ROM on the achievement of sixth grade students in relation to their learning styles. Results showed no significant difference between the two groups in the overall achievement. However, results showed that field-independent learners scored significantly higher than field-dependent (1). One of the recommendations stated in the study was that IMM should be investigated as an individualized learning tool. Therefore, this study focused on independent CALL use by elementary-prep school students in the United Arab Emirates (UAE). It investigated the effect of CALL on students' achievement of English as a foreign language (EFL) and their attitude toward CALL use.
According to Wikipedia encyclopedia (2005), CALL is defined as an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement, and assessment of material to be learned, usually including a substantial interactive element. In the light of this definition and for the purpose of this study, the researcher defines CALL as the use of multimedia CD-ROM combining text, pictures, audio, and video files for the purpose of teaching English as a foreign language.
REVIEW OF THE LITERATURE
Research on the effect of technology in general on teaching and learning has been conducted and continues to be investigated. One of the most prominent fields of research has been on interactive multimedia and its effect on leaning in different fields including language learning. Literature review for the purpose of this study focuses on two domains (a) multimedia and language learning and teaching, and (b) CALL.
The Use of Multimedia in Teacher Education
Many researchers have called for and emphasized the importance of the inclusion of technology in teacher education (Volk, 2000; Gentile, Lonberger, Parana, & West, 2000; Chester, 2001; Schnackenberg, Luik, Nisan, & Servant, 2001; & Berlin & White, 2002). Educational research investigating the utility of technology for learning and teaching has been continuous for several decades. One form of this integration is with the use of multimedia. The educational benefits of multimedia are well documented (Moore, 2000). Multimedia has been used with student teachers to improve their training and hence the quality of education (Almekhlafi, 2004). However, multimedia research was not always consistent in its results. Some studies yielded positive effect (Soboleva & Tronenko 2002; Moreno, Mayer, Spires, & Lester, 2001; Frear & Hirschbuhl, 1999; Vignola, Kenny, Andrews, & Schilz, 1999; James, 1999; Vrtacnik et al., 2000; Buckley, 2000; Wydra, 2001; Cairncross & Mannion, 2001; Almekhlafi, 2001), while others did not (Smith & Woody, 2000; McKethan, Everhart, & Sanders, 2001; Vichitvejpaisal et al., 2001; Nutta et al., 2002; & Hayes, Taub, Robinson III, & Sivo, 2003).
In the field of language learning, multimedia has been investigated by many researchers. Results indicated a positive effect of multimedia on learning languages (Liou, 1995; Johnston & Milne, 1995; Asay, 1995; Chun & Plass, 1996; Al-Segheer, 2001; Tsou, Wang, & Li, 2002; Noriko, 2002).
Computer-Assisted Language Learning (CALL) Research
CALL research has been ongoing for decades investigating CALL use in different contexts and with different languages worldwide. Its potential for learning and teaching in the field of foreign languages has been discussed and documented by many researchers (Crosby, 1997; Peterson, 1998; Charischak, 2000; Vrtacnik et al., 2000; Ayres, 2002; Nesselhauf & Tschichold, 2002; Egbert, Paulus, & Nakamichi, 2002; Robert, 2002; Cushion & Dominique, 2002; Schwienhorst, 2002; Jung, 2002; Bayraktar, 2002; Chika-matsu, 2003; Fenfang, 2003).
Charischak (2000) stated that for long time, basic drill and practice software programs dominated the market in CALL. Supporting this claim, Robert (2002) pointed out that the use of computers to assist learners in their language studies has increased phenomenally over the past decade.
Cushion and Dominique (2002) described how recent technological developments have provided the possibility of overcoming technical problems in conjunction with the Java programming language and the Unicode character numbering system. Schwienhorst (2002) discussed CALL and focused on the benefits of virtual reality environments, particularly for foreign language contexts.
For many years, foreign language teachers have used the computer to provide supplemental exercises. Recently, due to technology advancement, teachers started to consider the use of computers as an essential part of daily foreign language teaching and learning. Technology has the potential to play a major role in foreign language teaching and learning. A lot of attention has been paid to the use of CALL in foreign languages teaching and learning.
In other words, CALL gained considerable attention from different entities including researchers and writers. Peterson (1998) stated that CALL has developed from small beginnings into a major element in many university language programs in Japan. The number of individual educators incorporating CALL materials into their classes has increased markedly. This increase of interest in CALL, and educational technology in general, has also been manifested in the increase in the number of CALL facilities created within universities and schools.
Some writers devoted whole books for the discussion of CALL. For example, Kulik and Kulik (1991) stated that a meta-analysis of findings from 254 controlled evaluation studies showed that computer-based instruction (CBI) usually produces positive effects on students. The studies covered learners of all age levels from kindergarten pupils to adult students.
In the year 1997, The Computer Assisted Language Learning Journal devoted a special issue, "The virtual learning environment," reviewed by Crosby (1997) for CALL environment and effect on learning and teaching. Following the same path, Levy (1997) wrote Computer Assisted Language Learning: Context and Conceptualization, a discussion of CALL including a historical review of CALL projects from the 1960s to the 1990s.
Conrad (1996) noted that there had been a meager output of CALL effectiveness research published by the recognized second language acquisition journals, and that the 19 empirical studies he did uncover represent almost as many different specific areas of CALL applications. Research conducted in this area has documented many positive effects on students' achievement and learning. Recently, Jung (2002) presented a bibliography on CALL. Most citations were post-1997 journal articles and book publications.
In a similar vein, Bayraktar (2002) conducted a meta-analysis of the effectiveness of computer assisted instruction (CAI) on student achievement in secondary and college science education compared to traditional instruction. Results showed a small positive effect for CAI use when used in simulation or tutorial models, with individual computer use, and when used as a supplement to traditional instruction.
Attitudes towards CALL and other types of technology have been investigated. In most cases, positive attitudes towards CALL were documented. For example, Escalada & Zollman (1997) demonstrated in their study, the effects on student learning and attitudes of using interactive...
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