Computer Assisted English Learning & Educators Perceptions

Computer Assisted English Learning & Educators Perceptions

Outline

Abstract

Introduction

Problem Statement

This empirical study utilized a pretest/posttest experimental/control group design, and it focused on the independent, as opposed to classroom only, use of CALL and its effects on the general use and overall improvement of English as a Foreign Language among adolescent boys in the United Arab Emirates (UAE).

Theoretical Framework

Eighty-three students will randomly select and place into one of four classes. Two classes will the experimental group containing a total of 43 students, and the other two classes of 40 students will the control group. All students will give a pre-test consisting of English grammar, comprehension and vocabulary items. All students will give the same assignments to work on at home and instructed to work for at least one hour preparing for the next day's class. The experimental group will give a CD-ROM entitled “the CALL CD, EFL Skills Developer, with a set of instructions on use, roles and responsibilities, and expectations to study independently at home according to a plan set by the instructor. Each day in class, the instructors will conduct a spot check to make sure the students were doing their homework. In addition, the two instructors “taught both groups using regular classroom procedures and materials. Classes met four times per week for a total of three consecutive weeks.

Research Questions

Is there a significant difference in students' achievement in EFL between CALL users and nonusers due to treatment regardless of instructor?

Is there a significant difference in students' achievement in EFL between participants due to instructor regardless of treatment?

Is there a significant difference in students' achievement in EFL between participants due to the interaction effects on achievement?

Does CALL have any effect on students' achievement in EFL based on their computer competency, years of computer ...