Integrating Computer-Assisted Language Learning in Saudi Schools: A change model

Computer-assisted language learning (CALL) technology and pedagogy have gained recognition globally for their success in supporting second language acquisition (SLA). In Saudi Arabia, the government aims to provide most educational institutions with computers and networking for integrating CALL into...

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Vydáno v:TOJET : the Turkish online journal of educational technology Ročník 14; číslo 4; s. 69 - 77
Hlavní autoři: Saleh ALRESHEED, LEASK, Marilyn, RAIKER, Andrea
Médium: Journal Article
Jazyk:angličtina
Vydáno: Adapazari Sakarya Üniversitesi Yayınları 01.10.2015
Sakarya University
Témata:
Access to Computers
Alignment
Arabic language
Bilim-Teknoloji
CAI
Classrooms
Color
Computer Assisted Instruction
Computer assisted language learning
Computer Literacy
Computer simulation
Educational Technology
English (Second Language)
English as a second language instruction
English language
English teachers
Eğitim Bilimleri
Families & family life
Foreign Countries
Foreign languages
Government Role
Human communication
Kişisel Gelişim
Language Acquisition
Language change
Language teaching methods
Learning
Machine learning
Mixed Methods Research
Observation
Online Surveys
Performance Factors
Questionnaires
Recognition
Saudi Arabia
Schools
Second Language Instruction
Second Language Learning
Second language teachers
Secondary schools
Semi Structured Interviews
Teacher Attitudes
Teaching Methods
Technological Literacy
Technology Integration
Technology Uses in Education
Türkiye
Sakarya
Saudi Arabia
communacation
information
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ISSN:2146-7242, 1303-6521, 1303-6521
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Popis
Shrnutí:Computer-assisted language learning (CALL) technology and pedagogy have gained recognition globally for their success in supporting second language acquisition (SLA). In Saudi Arabia, the government aims to provide most educational institutions with computers and networking for integrating CALL into classrooms. However, the recognition of CALL’s efficacy does not translate into easy acceptance and integration in English as a Second Language or English as a Foreign Language (ESL/EFL) classrooms in Saudi schools, particularly where teaching of both English language and information and communication technologies (ICT) is subject to religious and cultural constraints. There are other barriers that impede native Arabic speakers from learning English. Accordingly, the research question addressed in this paper is an exploration of the overt and covert factors that affect CALL use and integration in Saudi Arabian secondary schools. A case study approach using mixed methods was employed to interview and observe a sample of teachers and school inspectors in urban and rural secondary schools. Results were supplemented with an online questionnaire and analysed using both descriptive statistics and thematic analysis. The findings lead to recommending a model to address the covert and overt issues identified, and provide systematic support for integrating CALL into Saudi Arabian English language classrooms
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ISSN:2146-7242
1303-6521
1303-6521