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CALL Course Design for Second Language Learning: A Case Study of Arab EFL Learners
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Author(s): Abbad Alabbad (The University of Queensland, Australia), Christina Gitsaki (University of Queensland, Australia)and Peter White (The University of Queensland, Australia)
Copyright: 2010
Pages: 16
Source title:
Technoliteracy, Discourse, and Social Practice: Frameworks and Applications in the Digital Age
Source Author(s)/Editor(s): Darren Lee Pullen (University of Tasmania, Australia), Christina Gitsaki (University of Queensland, Australia)and Margaret Baguley (University of Southern Queensland, Australia)
DOI: 10.4018/978-1-60566-842-0.ch006
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Abstract
The study presented in this chapter investigated the impact of computers and the Internet on both the achievement of learners of English as a foreign language (EFL) and their attitudes toward learning EFL. The field study took place at a University in Riyadh, Saudi Arabia, where first year students study English 101, a compulsory English language course. Thirty students were randomly selected to study in an alternative EFL course using computers, the Internet and collaborative activities within a constructivist framework. Another group of 38 students was also randomly selected to be the control group. These students attended English 101 taught using traditional teaching aids and the grammar-translation teaching method. The study was 13 weeks long. The findings of the study indicate a strong positive shift in the subjects’ attitude and motivation toward learning EFL after using the new technology-based approach. As to the subjects’ language achievement, the treatment group outperformed the control group by 30%. These findings provide strong support for the effectiveness of a technology-enhanced learning environment for second language teaching and learning.
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