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THE EFFECT OF TECHNOLOGY CONFIDENCE AND COMPUTER ACCESSIBILITY ON IRANIAN EFL UNIVERSITY STUDENTS’ AND TEACHERS’ ATTITUDES TOWARDS THE USE OF CALL IN UNIVERSITY COURSES

Name: THE EFFECT OF TECHNOLOGY CONFIDENCE AND COMPUTER ACCESSIBILITY ON IRANIAN EFL UNIVERSITY STUDENTS' AND TEACHERS' ATTITUDES TOWARDS THE USE OF CALL IN UNIVERSITY COURSES
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M.A. Thesis in

Teaching English as a Foreign Language (TEFL)

THE EFFECT OF TECHNOLOGY CONFIDENCE
AND COMPUTER ACCESSIBILITY ON IRANIAN EFL UNIVERSITY STUDENTS’ AND TEACHERS’ ATTITUDES TOWARDS THE USE OF CALL IN UNIVERSITY COURSES

Abstract

While research on the need for implementing Computer Assisted Language Learning (CALL) in educational settings seems necessary in the modern world of today, scant attention has been paid to this subject and its application in many educational contexts. The present study aimed at investigating the effect of variables such as technology confidence, computer accessibility, frequency of use, level of education, gender, and age on students’ and teachers’ attitudes towards CALL in university courses. The sample group of this study consisted of 298 university students of English literature and translation, studying at four universities of Shiraz, Iran, with an age range of 19 to 50 who responded to two different questionnaires; the Students’ Attitude Questionnaire (SAQ) and the Technology Integration Confidence Scale (TICS), and 60 teachers of English literature, teaching English as a foreign language, translation and linguistics, teaching at those universities, with an age range of 20 to over 50 who responded to two different questionnaires; the Teachers’ Attitude Questionnaire (TAQ) and the Technology Integration Confidence Scale (TICS). Chi squares were computed to find significant differences between the participants’ attitudes towards CALL, and Pearson Product Moment and Spearman’s rho correlations were run to find relationships between the participants’ attitudes towards the application of CALL in language classrooms and technology confidence, computer accessibility, frequency of use, and level of education. The results showed that university students and teachers both had strong positive attitudes towards CALL. A significant positive correlation was found between students’ attitudes and computer use, computer access, computer literacy and technology confidence. The results also showed that positive correlations existed between teachers’ attitudes and their computer use and technology confidence. No significant difference was found between the students and teachers’ attitudes towards CALL.

Key words: CALL, Attitude, Technology Confidence, Students, Teachers

دسته: زبان خارجه, زبان خارجه برچسب: attitude, Key words: CALL, Students, teachers, Technology Confidence

توضیحات

Content Page

CHAPTER ONE: INTRODUCTION

1.0. Introduction……………………………………………………………………………………… 2

1.1. Definition of computer literacy in the age of technology…………………………. 3

1.2. Definition of Computer Assisted Language Learning (CALL)…………………… 5

1.3. Importance of CALL………………………………………………………………………….. 6

1.4. Advantages of CALL…………………………………………………………………………. 8

1.4.1. Advantages of CALL for students…………………………………………………. 8

1.4.1.1. Engagement………………………………………………………………….. 8

1.4.1.2. Improvement in academic ability…………………………………. 8

1.4.1.3. Shift in teaching, learning, and assessment…………………… 9

1.4.1.4. Decreasing anxiety level………………………………………………. 9

1.4.2. Advantages of CALL for teachers………………………………………………… 10

1.4.2.1. Saving time…………………………………………………………………. 10

1.4.2.2. Enhancing teachers’ creativity…………………………………….. 11

1.4.2.3. Improving teachers’ skills…………………………………………… 11

1.5. Definition of attitude…………………………………………………………………………. 12

1.5.1. Students’ attitudes towards CALL…………………………………………………. 14

1.5.2. Teachers’ attitudes towards CALL………………………………………………… 15

1.6.1. Objectives of the study and research questions………………………………. 16

1.6.2. The significance of the study………………………………………………………. 18

CHAPTER TWO: LITERATURE REVIEW

2.0. Introduction…………………………………………………………………………………….. 21

2.1. A brief history of CALL……………………………………………………………………. 22

2.2. The role of ICT in the global educational system…………………………………… 24

2.3. Issues related to EFL teachers’ attitudes………………………………………………… 25

2.3.1. Teachers’ attitudes……………………………………………………………………… 26

2.3.1.1. Teachers’ attitudes and the use of CALL………………………………… 26

Content Page

2.3.1.2. Teachers’ attitudes and ICT Use/ integration……………………………. 29

2.3.1.3. Teachers’ attitudes and technology confidence………………………… 33

2.3.1.4. Teachers’ attitudes and computer literacy……………………………….. 36

2.3.1.5. Teachers’ attitudes and computer experience/ teaching experience 37

2.3.1.6. Teachers’ attitudes and computer access…………………………………. 39

2.3.1.7. Teachers’ attitudes and computer technology training……………….. 41

2.3.1.8. Teachers’ attitudes and demographic features………………………….. 44

2.3.1.8.1. Age……………………………………………………………………………. 44

2.3.1.8.2. Gender……………………………………………………………………….. 46

2.3.1.8.2.1. Gender and teachers’ attitudes towards computer technology 46

2.3.1.8.2.2. Gender and teachers’ computer technology use………… 48

2.4.1. Students’ attitudes………………………………………………………………………. 49

2.4.1.1. Students’ attitudes and the use of CALL…………………………………. 49

2.4.1.2. Students’ attitudes and ICT Use/ integration…………………………….. 53

2.4.1.3. Students’ attitudes and technology confidence…………………………. 55

2.4.1.4. Students’ attitudes and computer literacy………………………………… 58

2.4.1.5. Students’ attitudes and computer experience……………………………. 59

2.4.1.6. Students’ attitudes and computer access………………………………….. 60

2.4.1.7. Students’ attitudes and computer technology training………………… 62

2.4.1.8. Students’ attitudes and demographic features…………………………… 63

2.4.1.8.1. Age……………………………………………………………………………. 63

2.4.1.8.2. Gender……………………………………………………………………….. 64

CHAPTER THREE: METHODOLOGY

3.0. Introduction…………………………………………………………………………………….. 69

3.1. Participants………………………………………………………………………………………. 69

3.2. Instruments……………………………………………………………………………………… 70

3.2.1. Teachers’ attitudes towards CALL at university courses questionnaire (TAQ) 71

3.2.2. Students’ attitudes towards CALL at university courses questionnaire (SAQ) 72

3.2.3. Technology Integration Confidence Scale Questionnaire (TICS)……….. 74

3.3. Data collection procedure………………………………………………………………….. 75

3.3.1. Students’ data collection procedure………………………………………………. 75

3.3.2. Teachers’ data collection procedure………………………………………………. 76

3.4. Data analysis procedure…………………………………………………………………….. 76

Content Page

CHAPTER FOUR: RESULTS AND DISCUSSION

4.0. Introduction…………………………………………………………………………………….. 80

4.1. Results……………………………………………………………………………………………. 81

4.1.1. Summary of general characteristics………………………………………………. 81

4.1.1.1. Students…………………………………………………………………………….. 81

4.1.1.2. Teachers……………………………………………………………………………. 84

4.1.2. Descriptive statistics of the participants’ general attitudes towards computers 86

4.1.3. Descriptive Statistics of the Participants’ Technology Confidence……… 95

4.1.4. Correlations between gender, age, computer access, teaching experience, computer use, education degree, computer literacy, technology confidence and the students’ attitudes 101

4.1.5. The correlation between gender, age, computer access, teaching experience, computer use, education degree, computer literacy, technology confidence and the teachers’ attitudes 103

4.1.6. The Differences between students’ and Teachers’ Attitudes towards computers 105

4.2. Discussion………………………………………………………………………………………. 106

4.2.1. Students’ attitudes towards computer and CALL……………………………. 106

4.2.2. The relationship between Students’ attitudes towards CALL and the research variables 108

4.2.2.1. Gender and students’ attitudes……………………………………………… 108

4.2.2.2. Age and students’ attitudes………………………………………………….. 109

4.2.2.3. Students’ level and students’ attitudes……………………………………. 109

4.2.2.4. Computer access and students’ attitudes………………………………… 110

4.2.2.5. Teaching experience and students’ attitudes…………………………… 111

4.2.2.6. Computer use and students’ attitudes…………………………………….. 112

4.2.2.7. Computer literacy and students’ attitudes……………………………….. 112

4.2.2.8. Technology confidence and students’ attitudes……………………….. 113

4.2.3. Teachers’ attitudes towards CALL……………………………………………….. 114

4.2.4. The relationship between teachers’ attitudes towards CALL and the research variables 115

4.2.4.1. Gender and teachers’ attitudes……………………………………………… 115

4.2.4.2. Age and teachers’ attitudes………………………………………………….. 116

4.2.4.3. Computer access and teachers’ attitudes………………………………… 117

4.2.4.4. Teaching experience and teachers’ attitudes…………………………… 117

4.2.4.5. Computer use and teachers’ attitudes…………………………………….. 118

Content Page

4.2.4.6. Computer literacy and teachers’ attitudes……………………………….. 118

4.2.4.7. Technology confidence and teachers’ attitudes……………………….. 119

4.2.5. The similarities and differences between students and teachers’ attitudes towards CALL 120

CHAPTER FIVE: SUMMARY, CONCLUSION AND IMPLICATION

5.0. Introduction……………………………………………………………………………………. 123

5.1. Summary………………………………………………………………………………………… 123

5.2. Conclusion……………………………………………………………………………………… 125

5.3. Implication……………………………………………………………………………………… 126

5.4. Suggestion for further research………………………………………………………….. 127

5.5. Limitation of the study……………………………………………………………………… 129

REFERENCES…………………………………………………………………………………………. 130

APPENDICES

Appendix A……………………………………………………………………………………………….. 145

Appendix B……………………………………………………………………………………………….. 151

Appendix C……………………………………………………………………………………………….. 154

Appendix D……………………………………………………………………………………………….. 163

Appendix E……………………………………………………………………………………………….. 174

List of Tables

Table Page

Table 2. 1. Researches on teachers’ attitudes and teaching experience…………………… 39

Table 2. 2. Researches on students’ attitudes and computer experience…………………. 61

Table 4. 1. Background information of students………………………………………………… 82

Table4. 2. Background information of teachers…………………………………………………. 84

Table4. 3. The students’ computer use……………………………………………………………… 86

Table 4.4. Students’ computer use Chi square Tests……………………………………………. 87

Table 4.5. Mean and SD of students overall attitude and its components………………. 88

Table 4.6. ANOVA results for the students’ overall attitude and its components…….. 89

Table 4.7. Students’ general attitudes towards CALL in different Universities………… 90

Table 4.8. Students’ attitudes towards the application of CALL programs in different Universities 91

Table 4.9. Students’ attitudes towards the factors affecting Ss’ use of CALL programs in different Universities………………………………………………………………………………………………………………….. 92

Table 4.10. Teachers’ computer use………………………………………………………………… 93

Table 4.11. Teachers’ computer use Chi square tests………………………………………….. 94

Table 4.12. Descriptive statistics of teachers’ overall attitude and its components…… 94

Table 4.13. Mean and SD of students overall technology confidence

and its components………………………………………………………………………………………. 95

Table 4.14. ANOVA results for the overall technology confidence and its components. 97

Table 4.15. Students’ computer literacy in different Universities………………………….. 98

Table 4.16. Students’ confidence in integrating technology in different

Universities…………………………………………………………………………………………………. 99

Table 4.17. Students’ technology confidence in different Universities…………………… 100

Table 4.18. Mean and SD of teachers’ overall technology confidence

and its components……………………………………………………………………………………….. 101

Table 4.19. Correlation between students’ attitudes and gender, age, computer access, teaching experience, computer use, education degree, computer literacy, technology confidence…………… 102

Table 4.20. The correlation between the teachers’ attitudes and gender, age, computer access, teaching experience, computer use, education degree, computer literacy, technology confidence…………… 104

Table 4.21. Mean and SD of students’ and teachers’ overall attitude……………………… 105

Table 4.22. Independent samples t-test results for students’ and teachers’ attitudes towards computers 106