Attitudes of Students and Teachers Towards Computer-Assisted Language Learning - Research Proposal Example

Running Head: PhD Proposal PhD Proposal [Institute’s PhD Proposal Introduction Since ancient times, humans have progressed significant various sectors of the society. Education is one of the areas that have developed extraordinary during the last few decades. In particular, advancements of information technology have been noteworthy in the provision of opportunities to the educators in facilitating students globally. At the same time, teachers are other major beneficiaries of developments in the education sector that has altered teaching practices in a drastic manner. In specific, teachers are now utilizing different technological tools to teach in an efficient, as well as interactive manner. In all such advancements, ‘computer assisted language learning’ is one of the technologies that have been very beneficial in providing language learning to the students in different parts of the globe. Experts (Chapelle, 2000) believe that with every year, CALL is progressing rapidly due to advancement of computers that has enabled teachers to provide an efficient learning platform to the students, especially for learning foreign language (Levy, 1996). Due to significant importance of CALL in education sector, one can observe a number of experts focusing on various associated with the CALL; however, analysis of such studies has indicated that there is still need of new researches that will provide a comprehensive understanding of the significant contribution of CALL in language learning settings. Thus, the proposed research will focus on one of the significant aspects of computer-assisted language learning that will be very beneficial for critical understanding of the technology. Research Statement In this regard, the proposed research will focus on the following purpose statement: “To recognize and analyze factors associated with attitudes of students and teachers toward computer-assisted language learning in EFL context at Arab educational institutions.” Aims and Objectives For the proposed research, researcher anticipates that findings of the study will enable the researcher in the identification of factors that influence success or failure of the CALL technology. It is an observation that culture plays an important role in the implementation of CALL, and thus, the proposed study will focus on the relation of cultural values and attitude of students and teachers in Arabian academic institutions. Moreover, the research seeks to analyze previously carried out studies regarding CALL that will be beneficial in acquiring fundamental basis, essential for scrutiny of the technology. Additionally, the researcher will put efforts to recognize any flaws in the system of CALL that discourage the implementation and deteriorate attitude of students. Lastly, the researcher will try to acquire an understanding of prospects of CALL, and thus, will endeavor to propose solutions that will facilitate teachers and students in having a positive towards the CALL technology in EFL context. Research Questions Besides aims and objectives, it is very imperative to create some specific questions on a preliminary level that allows researcher to achieve its objectives on a specific and focused path without any risks of unproductive outcomes. For this purpose, the researcher has identified the following few research questions: What is the level of access of CALL-related technologies to the students in Arabian academic institutions? What is the ratio of computer usage between male and female students? Do teachers get any opportunity of training related to CALL technologies? What is the level of usage of CALL in EFL learning settings? What is the pre-conceived perspective of students and teachers about usage of computers for teaching and learning purposes? What are the reasons that promote or discourage usage of computers in classrooms, such as age, gender, awareness, etc) Literature Review Brief review of the literature (Timucin, 2006) has indicated that since introduction of CALL in the language learning setting, CALL existed in different forms that are Structural CALL, Communicative CALL, and subsequently, Integrative CALL. In present era, CALL is in the integrative form where it has become an efficient tool for daily practices of teaching and language learning. Moreover, studies (Choi, 1994) have indicated that educators are now focusing primarily on social and cultural factors that play a crucial role in the success or failure of the CALL. Further studies (Alkahtani, 2004) related to CALL have clarified that computers are essential components in the CALL technology, and results of the studies have shown two distinctive roles of computers as experts, and as just IT tools. In the former role, computers become experts for the students to teach language skills in an interactive manner. On the other hand, teachers use computers as IT tools to interact with students for language learning purposes. Experts have pointed out that until now, computers in CALL technology were playing the role of only IT tools for language instructors; however, it is anticipation that further advancements in the field of information technology will enable the role of CALL as an expert (Ruffin, 2000). The attitude is the fundamental factor associated with CALL technology that has been a decisive factor determining the success or disappointment of its implementation in its language learning settings. In the year 2006, Almekhlafi carried out a study to analyze the attitude of students in relation to their response of CALL technology. Results of this study indicated that general competence of computers is an evident factor that decides positive or negative attitude of students and teachers in the language learning. Besides computer competence, findings specific to the students pointed out crucial role of teaching methodologies that influence the efficacy of CALL technology, and thus, teachers still enjoy a dominating role in the implementation of CALL in classroom settings. In another study, experts (Abalhassan, 2002) concluded that culture plays a crucial role in the creation of positive or negative attitudes of teachers and students towards CALL technology in the language learning setting, and thus, different cultural contexts will offer varying findings. In this regard, analysis of the literature has indicated that attitude is the most fundamental factor for the evaluation and assessment of CALL’s success or failure in classrooms, especially in EFL context. They clarified that in some settings, females lack competency in the computers that can affect attitudes of female students. In the year 1991, Al-Juhani located a Saudi Arabian school to evaluate efficiency of CALL technology and concluded that attitude was the most efficient factor for deciding accomplishments of CALL’s implementation in language learning settings. Methodology Briefly, the researcher will focus primarily on secondary research methodology that will facilitate researcher in acquiring quality sources from books, journals, and websites in an efficient manner. On the other hand, primary research method will be an imperative component of the proposed study that will involve selection of students and teachers in one of the Arabian academic institutions for analyzing their attitudes and factors associated with the implementation of CALL technology in the EFL context. In primary research, the researcher will create questionnaires that will include research questions based on the discussed aims and objectives. Lastly, the proposed research will endeavor to monitor attitudes of teachers and students in English language learning in Arabian settings. In this regard, findings of the secondary research methodology will enable the researcher to create a fundamental basis, essential for carrying out primary research. In other words, analysis of findings of different studies available in books, journals, magazines, websites, etc will provide a comprehensive understanding of CALL technologies and its impact that will facilitate researcher in analyzing results of primary research in a critical manner. Secondary research methodology will be an easy process, whereas, primary research will require intense hard work during creation, distribution, and collection of questionnaires. Thus, the researcher will take a balanced approach of benefiting from both research methodologies during the proposed study. Conclusion Briefly, the proposed research has illustrated few objectives of the research besides analysis of the available literature that provided brief insight into the significant importance of attitude factors and its impact on the CALL technology. Furthermore, the proposed research will carry out abovementioned research methods to acquire accurate and rational information that will be beneficial for students, teachers, and professionals in better understanding of the topic. References Abalhassan, K. M. (2002). "English as a foreign language instruction with CALL multimedia at Saudi Arabian private school." Dissertations Abstracts International. Volume 65, Issue 11, pp. 4086. Al-Juhani, S. (1991). “The effectiveness of computer-assisted instruction in teaching English as a foreign language in Saudi secondary school.” Dissertations Abstract International. Volume 52, Issue 7, pp. 2383. Alkahtani, S. (2004). "Deterrents to CALL in Saudi Arabia." Essential Teacher. Volume 1, Issue 3, pp. 26-30. Almekhlafi, A. G. (2006). "The effect of computer assisted language learning (CALL) on United Arab Emirates English as a foreign language (EFL) school student’s achievement and attitudes." Journal of Interactive Learning Research. Volume 17, Issue 2, pp. 121-142. Choi, S. Y. (1994). “CALL for improving English grammar, writing, and speaking skills.” English Teaching. Volume 49, pp. 171-90. Chapelle, C. (2000). Computer Application in Second Language Acquisition. Cambridge: University Press. Levy, M. (1996). Computer-assisted language learning. London: Oxford University Press. Ruffin, E. L. (2000). Computer-assisted instruction." Dissertation Abstracts International. Volume 61, Issue 2A, pp. 582. Timucin, Metin. (2006). “Implementing CALL in an EFL Context.” ELT Journal. Volume 60, Issue 3, pp. 262-271. Read More