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

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Title: Foreign Language Learners' Beliefs about CALL: The Case of a U.S. Midwestern University
Language: English
Authors: Sydorenko, Tetyana, Hsieh, Ching-Ni, Ahn, Seongmee, Arnold, Nike
Source: CALICO Journal. 2017 34(2):196-218.
Availability: Equinox Publishing Ltd. Office 415, The Workstation, 15 Paternoster Row, Sheffield, S1 2BX, UK. Tel: +44-114-221-0285; Fax: +44-114-279-6522; e-mail: journals@equinoxpub.com; Web site: www.equinoxpub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Second Language Learning, Student Attitudes, Language Attitudes, Computer Assisted Instruction, Second Language Instruction, Beliefs, Technology Uses in Education, Instructional Effectiveness, Learning Motivation, Student Satisfaction, Educational Benefits, Technological Literacy, Technical Support, Student Surveys, Likert Scales, Componential Analysis, Factor Analysis
ISSN: 2056-9017
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.
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1143388
Database: ERIC
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  Data: Foreign Language Learners' Beliefs about CALL: The Case of a U.S. Midwestern University
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  Data: 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.
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      – Text: English
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        StartPage: 196
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Language Attitudes
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