33 - Megan Short

Title

Exploring how Computer-Assisted Language Learning (CALL) supports English acquisition from the perspectives of international students with Asian backgrounds

Author(s)

Megan Short*, School of Education, Faculty of Education
Zhao Huang*, School of Education, Faculty of Education

Subtheme

Blended Learning

Presentation Type

Spotlight on Practice

Room

Foyer

Time

12.30-13.20

Abstract

Computer Assisted Language Learning (CALL) is a widely used pedagogical tool for advancing language learning and teaching (Chapelle, 2003) . The most dominant use of CALL is to aid language learning, since English is a ‘world’ language and the most prevalent second language in the world (Leung, Davison  & Mohan, 2014; Pennycook, 2014; Strevens, 1992) .
The purpose of this research was to gain insights into the advantages and challenges of using CALL in English language teaching and learning from Asian learners’ perspectives, and to explore the connection between students’ different languages, cultures and learning backgrounds and the way they utilise CALL when learning English.
Qualitative data were obtained from an online anonymous questionnaire. Twenty participants were recruited from level 7 and 6 students studying in the English Language Centre (ELC) at the University of Tasmania,  a regional Australian University. Open coding was the major method of analysis. Ethical approval was obtained for this project (ethics reference number H0015282).
The findings indicated Asian students generally held a positive attitude toward CALL as it was thought to offer convenience and flexibility for their study. However, there were some challenges for Asian students who utilised in CALL, especially in relation to improving their writing and speaking skills. From the learners’ perspective, the opportunities for communication and in time feedback and assistance were inadequate in their CALL experience. In addition, the learners found it hard to motivate themselves to employ CALL. These difficulties may be triggered by Asian students’ cultural and educational backgrounds. The students may also have insufficient computer skills, underdeveloped independent learning skills and potentially have low intrinsic motivation. All of these learning skills are critical in effectively employing CALL.
This findings suggested that for the Asian students who are in the process of transition from a traditional teacher centred approach to a student centred approach, more assistance and guidelines are needed for them to gradually develop their computer skills, independent learning skills and self-motivational skills to benefit from using CALL.
References
Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins Publishing.
Leung, C., Davison, C., & Mohan, B. (2014). English as a second language in the mainstream: Teaching, learning and identity. Routledge: New York.
Pennycook, A. (2014). The cultural politics of English as an international language. New York: Routledge.
Strevens, P. (1992). English as an international language: Directions in the 1990s. The other tongue: English across cultures, 2, 27-47.

Resource

Download presentation (requires University of Tasmania login) (PDF)