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The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students' attitudes towards Computer-Assisted Language Learning (CALL). Furthermore, the relations of gender, education level, and age to their attitude are investigated. A convergent mixed methods design was used for analyzing both quantitative and qu...
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... shown in Table 1, female was the dominant sex in the sample with over three quarters of the participants (75.2%). Only 103 of the 415 participants of the sample were male. ...
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... do this, the researchers administered the Multivariate Analysis of Variance (MANOVA). As Table 10 shows ...
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... the data for the questionnaire were not normally distributed (Skweness ration= -8.2), the researchers applied the non-parametric test of Mann-Whitney to check this research question. As Table 11 shows, the Asymptotic significant level of the Mann-Whitney test was .180 > .05. ...
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... the data for all the three constructs were not normally distributed (Skewness ratios= 11.07, -10.92, and -05.29), the researchers opted for the non- parametric test of Mann-Whitney. As Table 12 shows, the Mann-Whitney test revealed that there were significant differences between the computer literacy as well as between the attitudes of Iranian and non-Iranian English students toward CALL (p= .000 and .033, ...
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... the data for the questionnaire were not normally distributed (Skweness ration= -8.2), the researchers applied the non- parametric test of Mann-Whitney to check this research question. As it could be accessed in Table 13, Mann-Whitney test did not report any significant differences (p= .217 > .05). ...
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... the data for education level variable was not distributed normally (Skewness ratio= -8.2), the researchers selected the non-parametric Kruskal Wallis test for this purpose. As Table 15 depicts, the Asymptotic Significant level of Kruskal Wallis was .566, which is larger than .05, ...
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... delve into this matter further, the researchers decided to perform the Scheffe test as the post-hoc analysis. It could be learned from Table 17 that all the English students in the three different education level groups enjoyed means which fell within a homogeneous subset. Besides, the overall significant level of the three groups in the same subset was .751 ...
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... the researchers decided to perform the Kruskal Wallis test on each of the constructs to probe where significant differences among the scores of learners with different education levels could be reported. As Table 18 illustrates, Kruskal Wallis reported significant differences among the attitudes of learners with different education levels in computer literacy as well as in attitude towards CAL (p= .041 and .006, ...
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... delve into details further, the researchers also applied Scheffe post-hoc analysis to each of the constructs for different levels of education. The results, as outlined in Table 19, depict that for the construct of computer literacy, significant statistical difference only existed between the literacy of undergraduate and postgraduate English students (p= .020). In the general attitude, however, the only meaningful difference was reported between undergraduate and graduate English students (p= .022). ...
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... the other hand, 17 out of the 211 learners (8.1%) expressed that they had negative attitudes toward the application of CALL in English learning. As Table 31 shows, 4 of the learners admitted that CALL was useful, yet they stated that it does not substitute the real face-to-face classroom. Besides, 3 learners mentioned that CALL lacked teacher correction possibilities. ...
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... The oldest students (40+), however, prefer contents interesting for them (rather than those related to their fields of specialization) and are more willing to collaborate with language learners from other countries (see Fig.6). This contrasts with the findings by Tafazoli et al. (2018), who found that age was not related to the perspectives of English language learners regarding computer-assisted language learning (CALL). ...
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https://castledown.online/reference/jaltcall-v19n3-1011/
... The inconsistency in using the latest technology has put the students of one institute at a disadvantage with other institutes which make the most of these technologies and has resulted in generating a gap among the learners of the same level (Quratulain, 2017). Therefore, Tafazoli, Gómez-Parra, & Huertas-Abril (2018) have suggested that the implementation of Computer Assisted Language Learning (CALL) first requires the students to have CALL literacy. Moreover, the impacts of unawareness of modern computer technologies have been pointed out by Aminatun and Oktaviani (2019) who suggested in their research that students often get discouraged because of a lack of information about what they are learning and less motivation provided by the instructors, probably due to lack of technological knowledge. ...
English is used globally as an international language. It is considered as a prestigious language which provides greater opportunities for its users. Second language acquisition is not an easy task, for language acquisition it is necessary to learn all the aspects of language such as oral and written. Learner efficiently learn language rules, pronunciation, grammar and structure which can be learned more effectively by using Computer Assisted Language Learning (CALL) method. The recent study aims to explore the effectiveness of CALL in Pakistan at tertiary level which focuses on the improvement of apprentices’ reading skills. This is a quasi-experimental study, the data was obtained by 15 participants through pretest and posttest. Posttest was conducted after three weeks of pretest, during the intervention period CALL was integrated in the language classroom for reading skill lessons. A paired one-tailed t-test was used to analyze test scores and a descriptive data analysis method was used to detect learners’ perceptions. The result of this research study showed that CALL is a highly effective technique used to increase the proficiency level of learners in reading comprehension.
... The current scientific literature is profuse when identifying and exploring teachers' beliefs and perceptions towards the use of technology in education (cf. Koukis & Jimoyiannis, 2019;Tafazoli, Gómez, & Huertas, 2017), and scholars such as Koç (2014) claim that taking teachers' attitudes into consideration is important to enhance the teaching practice. ...
The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.
... TELL and CALL have some disadvantages too, such as the inevitable technical problems, both students' and teachers' lack of training in how to use technology for educational purposes, the difficulty (or impossibility) to access the Internet, and the obvious extra efforts that teachers are required to make when planning ICT-based activities. Educators may even encounter the problem that they are not digitally competent enough (Beatty, 2010;Dina & Ciornei, 2013;Patel, 2017;Tafazoli et al., 2017). Likewise, Tafazoli and Golshan (2014) highlight financial limitations, students' problems when adapting to a new teaching model, and also teachers' uneasiness with using technology as specific barriers of CALL. ...
Due to the COVID-19 pandemic, it is necessary to explore new practices in language teacher education. English for Social Purposes and Cooperation, a socially-responsive and technology-friendly approach to English language learning, may help students around the world continue learning from home. This chapter analyzes the perceptions of a group of pre-service teachers after designing socially responsive materials specially created for the COVID-19 crisis. Action research is employed to improve teacher educators' activity and pre-service teachers' training, and a mixed-method approach based on grounded theory and content analysis is performed. Findings show that the experience has provided participants with meaningful examples of material design. This encourages teacher educators to include the proposed approach in their teaching and reveals the need for specific training in material design. Results may help prove the potential of action research for improving the teaching practice.
... Abundance of studies dedicated to Duolingo results in variety of approaches and sample sizes. In terms of methodology, the scholars often relied on mixed design (Ahmed 2016;Charlene Tsai 2016;Tafazoli 2018;Karasimos 2022). The data could be collected in the form of questionnaires (de Castro et al. 2016;Cebron et al. 2021, Gafni et al. 2017, tests (Ajisoko 2020), or interviews (Ahmed 2016, Aleksandrowska & Stanulewicz 2020. ...
... Larger samples can be found in Gafni et al. (2017), whose comparative study relied on 89 informants in two different populations, as well as in Jiang et al. (2021) who researched 135 Spanish learners along with 90 people learning French. Tafazoli's (2018) project involved 415 persons, while Cebron et al. (2021) worked with 1028 respondents in six European countries. Ages varied as well, including children (Ahmed 2016), teenagers (Gafni et al. 2017), college students (Charlene Tsai 2016), adults (Karasimos 2022;Jiang et al. 2021), or mixed samples (Aleksandrowska & Stanulewicz 2020). ...
... Ages varied as well, including children (Ahmed 2016), teenagers (Gafni et al. 2017), college students (Charlene Tsai 2016), adults (Karasimos 2022;Jiang et al. 2021), or mixed samples (Aleksandrowska & Stanulewicz 2020). In larger groups, women prevailed (Aleksandrowska & Stanulewicz 2020, Tafazoli 2018. Some scholars looked for gender-based differences in perceptions of Duolingo, as Gafni et al. did (2017, p. 305). ...
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... Due to such noticeable merits, it can simplify and facilitate learning processes for English as a Foreign Language (EFL) learners (; Beatty, 2013;Vadivu and Chupradit, 2020). It is interesting to note that the previous studies have documented that the learners trained via the CALLbased programs gained more promising results compared to the conventional teaching methods (Nim Park and Son, 2009;Nachoua, 2012;Tafazoli et al., 2020). ...
... Applying CALL has increased vastly and impacted substantially educational improvements (Hanafiah et al., 2022). CALL is one of the promising methods that have a strong effect on boosting EFL learners' competence (Tafazoli et al., 2020). This issue of whether CALL is useful to improve L2 learning has received noticeable attention across the world (Rahimi and Yadollahi, 2011;Beatty, 2013). ...
In the literature, a mass of studies have inspected the effects of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) on Iranian English as a Foreign Language (EFL) learners’ achievement. However, the effects of CALL and MALL on psychological factors, such as motivation, anxiety, and self-efficacy, have largely remained unexplored. Thus, this study explored the effects of CALL and MALL, and face-to-face (FTF) learning environments on Iranian EFL learners’ motivation, anxiety, and self-efficacy. To this aim, using a random sampling method, a total of 137 male EFL intermediate learners were selected and homogenized using the Oxford Quick Placement Test (OQPT). Based on the test scores, a total of 90 EFL learners were selected and randomly assigned to three groups, namely, CALL (n = 30), MALL (n = 30), and FTF (n = 30). Then, the participants’ motivation, anxiety, and self-efficacy were gauged prior to the instructions. Afterward, they received CALL-based, MALL-based, and conventional instructions which lasted 25 1-h sessions held twice a week. At the end of the instructions, the participants’ motivation, anxiety, and self-efficacy were measured again. The collected data were analyzed through a one-way MANOVA. Findings evidenced that the experimental groups’ motivation, anxiety, and self-efficacy were positively affected by the CALL-based and MALL-based instructions. However, there was not a statistically significant difference between the CALL group and MALL group concerning the gains of motivation, anxiety, and self-efficacy. In light of the findings, a range of implications is suggested for relevant stakeholders.
... Computer-Assisted Language Learning (CALL) is recognized as any application of technology in language education (Tafazoli et al. 2018). CALL has become an integral part of English as a Foreign/Second Language (EFL/ESL) because of its positive impacts on students' language achievements: oral skills (Hwang et al. 2016;Wang et al. 2018), reading comprehension (Yang and Qian 2020), writing (Awada et al. 2020;Li 2018;Wu et al. 2020), vocabulary (Hsieh 2020;Tsai 2019), English for Specific/Academic Purposes (ESP/EAP) (Ma 2020), interactions (Börekci and Aydin 2020), motivation (Lamb and Arisandy 2020), and attitude (Tafazoli et al. 2018(Tafazoli et al. , 2020a. ...
... Computer-Assisted Language Learning (CALL) is recognized as any application of technology in language education (Tafazoli et al. 2018). CALL has become an integral part of English as a Foreign/Second Language (EFL/ESL) because of its positive impacts on students' language achievements: oral skills (Hwang et al. 2016;Wang et al. 2018), reading comprehension (Yang and Qian 2020), writing (Awada et al. 2020;Li 2018;Wu et al. 2020), vocabulary (Hsieh 2020;Tsai 2019), English for Specific/Academic Purposes (ESP/EAP) (Ma 2020), interactions (Börekci and Aydin 2020), motivation (Lamb and Arisandy 2020), and attitude (Tafazoli et al. 2018(Tafazoli et al. , 2020a. ...
... Increasing the interest and motivation of students via CALL is another positive factor extracted which is stated by other scholars such as Yilmaz (2017). Motivation could be understood as the most significant component of instructional design (Keller 1979) which has a substantial influence on students' attitudes (Tafazoli et al. 2018) and learning behaviors in educational environments (Fairchild et al. 2005). ...
The purpose of the present qualitative study is to explore the strengths, opportunities, weaknesses, and threats of Computer-Assisted Language Learning (CALL) according to English language teachers' attitudes across Spanish higher education. The study is based on a sample of 136 teachers, and I applied an online open-ended ten-question survey for data collection and a SWOT (strengths, weaknesses, opportunities, and threats) Matrix for data analysis. To make a sound decision, I utilized the Delphi method for validating the instrument and content analysis to classify data and synthesize them into the SWOT matrix. The content analysis finding revealed that English language teachers in Spain agreed that CALL provides a wide range of tools, resources, and language learning materials. Among many pedagogical implications, this study suggests more obligatory or voluntary CALL programs in order to enhance teachers' CALL literacy and cognitive dimensions.
... The changing needs in language education in the 21 st century paved the way for integrative CALL, allowing students to practice their language skills in authentic environments while improving their technological capabilities. With the sheer growth of information and communication technology (ICT), the term CALL has been extended beyond the computer to applications ("apps") and digital devices (Tafazoli et al., 2018). It has even been proposed that a culture component be incorporated in CALL to become "Computer-assisted Languacuture Learning" (Abolghasseminits et al., 2013;Chun et al., 2016;Zhu et al., 2009). ...
The article reports on the validation of a computer-assisted language learning (CALL) attitude questionnaire and discusses differences between online and paper modes of administration, drawing on a sample of 1,769 Vietnamese undergraduates. Exploratory and confirmatory factor analyses were conducted to explore and assess the factor structure of the CALL instrument and specify the equivalence between the two versions of the questionnaire. Rasch model analysis was used to evaluate the overall fit and construct uni-dimensionality of the instrument. The findings of the study suggested a six-factor structure for the adapted questionnaire as well as both reliability and validity in the Vietnamese context. No significant difference was found between the two modes of administration as regards the construct and item levels of the questionnaire, although the paper-version was superior to the online version according to results from the Rasch model analysis. Hence, the instrument can be used in online and paper modes to measure Vietnamese tertiary students’ attitudes to the integration of technology into language learning. The study finds that further research is called for if the two modes of administration of the questionnaire are used in other contexts for teaching English as a foreign language (EFL).
