Students’ Perceptions of CALL at Dokuz Eylül University School of Foreign Languages

Yıl 2012, Cilt: 1 Sayı: 4, 216 - 229, 23.10.2013

Kadim Öztürk

Öz

 

Over the beginnings of the 21^st century, we have been living in a technologically civilized society where every small work to be done is technology dependent. Therefore, technology, notably computers and the internet, have become substantial components of every field like education, and now considered as an inevitable part of many education programs, namely of foreign/second language teaching. As Özkan (2011) reports from Chapelle (2008),while teachers using computer technology to help learners with their language study were labeled as innovative and unconventional a couple of decades ago, today teachers who are unable to make use of technology in language teaching tend to be considered out-of-date. This has led many language schools around the world to set up language labs which are supposed to serve as an instrument of learning with the remarkable capabilities of laboratory equipment. The purpose of this study is to depict the university preparatory students’ perceptions of CALL (computer-assisted language learning) provided for them in lab classes at Dokuz Eylul University, School of Foreign Languages and to find out whether these perceptions vary in terms of certain factors. The data will be collected via The Computer-Assisted Language Learning Questionnaire (for students) by Önsoy (2004) and the participants include 236 prep class students. The data have been analyzed statistically with the help of SPSS packet program and the results have revealed that the students perceive computer technology as a useful tool to support their language learning and they are generally pleased with the content and application of CALL program at their school.

Anahtar Kelimeler

Computer-assisted language learning, language learner, perception

Kaynakça

• Akman, N., Selçuk, M., Gürsul, F., Ergin, H. (2009). Why shall we use technology in second language teaching? 26th Information Conference Proceedings, Turkey.
• Akpınar, Y. (2003). Öğretmenlerin yeni bilgi teknolojileri kullanımında yükseköğretimin etkisi: istanbul okulları örneği. The Turkish Online Journal of Educational Technology, 2(2).
• Alyaz, Y., Gürsoy, E. (2002). Computer based instruction and computer assisted language learning in schools in bursa. U.Ü. Eğitim Fakültesi Dergisi, 15 (1), 1-13.
• Arslan, B. (2003). Bilgisayar destekli eğitime tabi tutulan ortaöğretim öğrencileriyle bu süreçte eğitici olarak rol alan öğretmenlerin BDE’e ilişkin görüşleri. TOJET: The Turkish Online Journal of Educational Technology, 2 (4), 67-75.
• Aslan, Y. (2011). Ydyo öğrencilerinin bilgisayar destekli dil öğrenimine yönelik tutumları. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12 (2), 255-26.
• Ateş, A., Altunay, U. & Altun, E. (2006). The effects of computer assisted English instruction on high school preparatory students’ attitudes towards computers and English. Journal of Theory and Practice in Education, 2(2), 97-112.
• Aycan, A. & Atmaca, H. (2013). Erken yaşta yabancı dil öğrenimi ve internetin kullanımı. 8. ulusal frankofoni kongresi, 16-18 Mayıs, Tekirdağ.
• Baş, G. (2011). Effects of computer assisted language learning in English classes on students’ achievement levels and attitudes towards the lesson. E- International Journal of Educational Research, 2(1).
• Beauvois, M., & Eledge, J. (1994). Personality types and megabytes: Student attitudes toward computer-mediated communication (CMC) in the language classroom. CALICO Journal, 12 (2/3), 27-45.
• Bulut, D. ve Abuseileek, A. F. M. (2007). Learner attitude toward CALL and level of achievement in basic language skills. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23 (2), 103-126.
• Can, T. (2012). Yabancı dil öğretimi bağlamında öğrenen özerkliğinin sanal öğrenme ortamları yoluyla desteklenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 9 (1).
• Çuhadar, C. & Yücel, M. (2010). Yabancı dil öğretmeni adaylarının bilgi ve iletişim teknolojilerinin öğretim amaçlı kullanımına yönelik özyeterlik algıları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 199-210.
• Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York; London: Routledge.
• Levy, M. 1997. Computer-assisted language learning: Context and conceptualization, Oxford: Oxford University Press.
• Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990- 2000. Journal of Research on Technology in Education, 34(3), 250-273.
• Okan, Z., & Torun, P. (2007). Learner attitudes towards CALL applications at YADIM. Mersin University Journal of Faculty of Education, 3(2), 162-179.
• Onsoy, S. (2004). Students‟ and teachers‟ attitudes towards the use of computer-assisted language learning at the preparatory school of Celal Bayar University. Master Thesis, Bilkent University, Ankara.
• Özkan, M. (2011). Effects of social constructivist virtual learning environments on speaking skills from the perspective of university students. Master Thesis, Çukurova University, Adana.
• Seliger, H.W. & Shohamy, E. (1989). Second Language Research Methods. Oxford: Oxford University Press.
• Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: implications for the new millennium. Language Learning & Technology, 6(1), 165-180.
• Topkaya, E. Z. (2010). Pre-service English language teachers’ perceptions of computer self- efficacy and general self-efficacy. The Turkish Online Journal of Educational Technology, 9(1), 143-156.
• Torut, B. (2000). Computer- Assisted Language Learning: An Overview. Silpakorn
• University International Journal, 1 (1), 131- 153.
• Usun, S. (2003). A review of communication elements and learner support services in turkish distance education system. The Turkish Online Journal of Educational Technology – TOJET, 2 (3).
• Uzun, L. (2009). An evaluative checklist for computer games used for foreign language vocabulary learning and practice: vocaword sample. Novitas-ROYAL (Research on Youth and Language), 3(1), 45-59.
• Uzunboylu, H. & Ozcinar, Z. (2009). Research and trends in computer-assistedlanguage learning during 1990 – 2008: results of a citation analysis. Eurasian Journal of Educational Research, 34, 133-150.
• Uzunboylu, H. (2004). The effectiveness of web assisted English language instruction on the achievement and attitude of the students. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004, 727-733. Chesapeake, VA: AACE.
• Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.