Computer Assisted Language Learning

The use of computers in language classroom is becoming one of the fundamental parts of language learning process as a result of changes in computer-technology. The aim of this paper was to focus on the foreign language learners' attitudes towards the use of Computer Assisted Language Learning among English preparatory school students. A questionnaire was employed to collect data with 214 participants (94 female and 120 male) who are currently enrolled in English preparatory school. Finding of this study showed that, participants had positive attitudes towardsComputer Assisted Language Learning (CALL) as a useful language-learning tool that encouraged them to enlarge their knowledge through various language inputs in real authentic context.

An effective designed-technological tool directs students’ attitudes to the classroom dynamics because it can bring a challenge to facilitate a traditional classroom to be more knowledge-constructed classroom. Moreover, the use of technology in teaching is also gaining importance for teachers to follow the latest innovations in education and it will help a tremendous change from being teacher-centered to student-centered (learner-centered) classroom. CALL is mainly about the issues of using computers in teaching process(Naba'h, Hussain, Al-Omari, & Shdeifat, 2009). Levy (1997) describes CALL as “ the search for and study of applications of the computer in language teaching and learning”. Computer assisted language learning is a language tool CALL abbreviation stands for the use of computers as an important part of language courses to teach, and support teachers to use computers in language classrooms (Hardisty&Windeatt, 1989). With prevalence of CALL in educational purposes, it is also critical to take into consideration teacher’s perspective on the use of technology in their classrooms (Mueller et. al , 2008).However, this radical shift may also bring teachers some extra obligations such as revising their methods, teaching styles etc (Jaber, 1997; Muir-Herz,g, 2004; Dwyer, Ringstaff&Sandholtz, 1991). As

These participants were English preparatory school students whose departments and faculties give instructions in English language during their undergraduate periods. The departments of these students were English language and literature (ELT), Architecture, and Management. First, participants were asked to provide information on their age, institution that they attend, and their gender. Their age ranged from 18 to 20 years of age. To be more specific, thissample included 120 males (or 56.1% of the total sample) and 94 females (i.e. 43.9% of our