Foreign Language Learners' Beliefs about CALL: The Case of a U.S. Midwestern University

Autor/inn/en	Sydorenko, Tetyana; Hsieh, Ching-Ni; Ahn, Seongmee; Arnold, Nike
Titel	Foreign Language Learners' Beliefs about CALL: The Case of a U.S. Midwestern University
Quelle	In: CALICO Journal, 34 (2017) 2, S.196-218 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
Schlagwörter	College Students; Second Language Learning; Student Attitudes; Language Attitudes; Computer Assisted Instruction; Second Language Instruction; Beliefs; Technology Uses in Education; Instructional Effectiveness; Learning Motivation; Student Satisfaction; Educational Benefits; Technological Literacy; Technical Support; Student Surveys; Likert Scales; Componential Analysis; Factor Analysis + Suchen Sie Ihr Suchwort? Collegestudent; Zweitsprachenerwerb; Schülerverhalten; Sprachverhalten; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Belief; Glaube; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Motivation for studies; Lernmotivation; Bildungsertrag; Technisches Wissen; Schülerbefragung; Likert-Skala; Faktorenanalyse
Abstract	A significant body of research has examined language learners' attitudes toward particular technologies used in foreign language classrooms. However, literature is scarce on foreign language learners' beliefs toward computer-assisted language learning (CALL) in general. To narrow this gap, we investigated the constructs that compose a system of language learners' beliefs toward CALL at a large U.S. university and examined whether the amount of technology used and the target language (TL) play a role in shaping learners' beliefs. The findings of this large-scale survey of 2,061 students studying nineteen different TLs indicate four factors comprising learners' belief systems toward CALL in this context: efficacy of technology for language learning and its connection to motivation, satisfaction with technology used in the learners' classes, specific benefits of technology, and the importance of computer skills and technical support. Learners' CALL beliefs were more positive when they had had more exposure to technology in their classes, but this varied based on the TL. Higher use of technology outside of class resulted in more positive beliefs across the board, independent of the TL. The pedagogical implications are that greater exposure to effective and varied models of CALL might result in more positive beliefs toward it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01