University preparatory school students' and teachers' perceptions of computer-assisted language learning environment

Date

2009

Author

Küçük, Tuğba

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This study aimed at investigating university preparatory school students’ and teachers’ perceptions of computer-assisted language learning (CALL) environment. The sample consisted of 308 students and 50 teachers from Zonguldak Karaelmas University Preparatory School. Data was gathered from the participants via two Effective CALL Questionnaires (ECALLQ) developed by the researcher. Both inferential and descriptive statistics were used to analyze the data. Principal component analysis was used to find the dimensions of the student questionnaire. Repeated measures ANOVA and paired-samples t-test were employed to define the priorities of the students within the dimensions of each subscale. MANOVA was used to investigate whether there were significant differences among students’ CALL environment perceptions with respect to certain background variables.Descriptive statistics were used to analyze students’ and teachers’ perceptions of computer’s role and teacher’s role in CALL environment and to analyze all participants’ responses to the open-ended questions.The study indicated that students perceive the computer’s role with respect to (1)language skills, (2) overall effect of computer and (3) motivation; teacher’s role with respect to (1) teacher assistance, (2) teacher guidance and (3) teacher presence; students’expectations from the teacher with respect to (1) laboratory activities guided by the teacher and (2) overall guidance. According to the students’ perceptions, language skills,teacher assistance and lab activities guided by the teacher were found to be the most effective dimensions.Descriptive statistics showed that both students and teachers are undecided about the effectiveness of CALL, and they believe that teachers are effective in CALL environment.

Subject Keywords

Education.

URI

http://etd.lib.metu.edu.tr/upload/12610789/index.pdf
https://hdl.handle.net/11511/18644

Collections

Graduate School of Social Sciences, Thesis