scholarly journals Algerian EFL University Teachers’ Attitudes towards Computer Assisted Language Learning: The Case of Djilali Liabes University

2017 ◽  
Vol 5 (2) ◽  
pp. 132
Author(s):  
Miloud Bouchefra ◽  
Meriem Baghoussi
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Cross Sectional ◽  
University Teachers ◽  
Communications Technologies ◽  
The Future ◽  
Western Algeria ◽  
Teachers Attitudes ◽  
Information Communications Technologies

Computer Assisted Language Learning (CALL) is still groping its way into Algerian English as a Foreign Language (EFL) classroom, where Information Communications Technologies (ICTs) are defined in terms of occasional use of computers and data projectors for material presentation in the classroom. Though major issues in the image of the lack of training and absence of facilities are clearly apparent, stakeholders’ attitudes are a decisive aspect that needs to be mapped out if we are to alter the current situation. Thus, the present work aims at investigating EFL university teachers’ attitudes towards CALL at Djilali Liabes University (western Algeria). The current work is a cross-sectional descriptive study that explores teachers’ attitudes across the three domains (affective, cognitive, and behavioural) and investigates other related aspects that may help indicate teachers’ likelihood to adopt CALL in the future. The results are promising as the investigated population not only demonstrated a clearly positive attitude towards CALL but also manifested a number of signs that indicate their likelihood to adopt CALL in the future if circumstances are favourable. 

Portable Handheld Language Learning from CALL MALL to PALL

2011 ◽  
pp. 539-553 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Virtual Learning ◽  
Handheld Devices ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
The Future ◽  
E Learning ◽  
Definition Of

This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL) practitioners. Portable handheld language learning refers to mobile, virtual, and ubiquitous language learning mediated through mobile handheld devices. Currently, both computer assisted language learning (CALL) and MALL seem to dominate the act of language learning. Against this background the chapter first provides a brief review of CALL, highlighting CALL technologies helping mediate language learning. Second, it delineates features typifying e-Learning and contends that CALL is more closely linked to traditional e-Learning than MALL. Third, it provides empirical instances of MALL and argues that the future of language learning lies more with MALL and especially with pen assisted language learning (PALL) than with CALL. Finally, it maintains that an all-encompassing and multidimensional definition of mobile learning is necessary if MALL is to evolve into a mainstream virtual learning enterprise.

scholarly journals ICT IN HIGHER EDUCATION IN PORTUGAL. CALL – COMPUTER-ASSISTED LANGUAGE LEARNING

2011 ◽  
pp. 153-162
Author(s):  
Maria João Marçalo ◽  
Maria do Céu Fonseca ◽  
Ana Alexandra Silva
Keyword(s):  
Language Learning ◽  
Language Teachers ◽  
Foreign Languages ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
E Learning ◽  
The Impact

Este artículo pretende explorar el Aprendizaje de Lenguas Asistido por Ordenador (CALL, Computer-Assisted Language Learning) en Portugal. Para ello, se centrará en el nivel de educación superior. La escasa explotación del CALL en Portugal ha sido ampliamente estudiado en varios informes, por ejemplo, el informe encargado por la UE titulado The Impact of Information and Communications Technologies on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages (2002: 5): "The use and employment of ICT in FLT and FLL is far from satisfactory, as ICT resources are traditionally reserved for '(computer) science‘ subjects, and rarely assigned to arts subjects. A general lack of appropriate training of language teachers in meaningful uses of ICT tends to strengthen this trend". Este artículo abordará dichas necesidades centrándose en los resultados de proyectos europeos como POOLS. Analizaremos cuestiones relativas a los materiales en línea que pueden utilizarse para desarrollar contenidos de clases de lengua, hacienda uso de las ventajas del e-Learning.

scholarly journals TEFL in the Digital Age: The Use of Computer-Assisted Language Learning

2020 ◽  
Vol 22 (3) ◽  
Author(s):  
Sanja Krimer Gaborović ◽  
Josip Ivanović
Keyword(s):  
Language Learning ◽  
Digital Age ◽  
Modern World ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Information And Communications Technologies ◽  
Digital Devices ◽  
Long Run ◽  
Communications Technologies ◽  
Interest And Motivation

In the modern world, which has undergone an extensive technological revolution,the plurality of digital devices and electronic contents available, as well as a massivedigitisation of information, knowledge and everyday communication have causedthe convergence of communication and computing technologies. On this view, thepaper aims at exploring how and why the digital resources can play a crucial rolein assuming the new perspectives of Teaching English as a foreign language (TEFL).Since the denial of the advent of new ways for knowledge transmission is a failingclassroom strategy in the long run, Information and Communications Technologies(ICT) should be embedded purposefully into the modern foreign languages classroom,with Computer-assisted language learning (CALL) being the new imperative of thegood TEFL practice. By providing rich learning environment, CALL can increase thedigital native students’ interest and motivation. In this regard, the paper elaborateson the types of CALL applications in the EFL classrooms.Key words: digital age; TEFL perspectives; Computer Assisted Language Learning(CALL)

Software Engineering Principles Applied to Computer Assisted Language Learning

2013 ◽  
Vol 14 (2-4) ◽  
pp. 35-50 ◽  
Author(s):  
John Robin Allen ◽  
Kasilingam Periyasamy
Keyword(s):  
Software Engineering ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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