Context of the study
As the number of students studying Foreign Language increases worldwide, there is need to improve their proficiency in such languages. As a matter of interest, there have been different studies, which have been looking into ways of improving learning different foreign languages.
In the recent past, there have been studies carried out with the aim of encouraging foreign language learning through technology in form of Computer Assisted Language Learning (CALL).
In the Middle East however, research on the usefulness for elementary-prep school EFL teachers to incorporate CALL in their day to day classroom activities has not yet drawn the attention of many researchers. The most interesting part of it is that, Middle East has a very unique culture and history of origin (Teh & Fraser, 1995).
The region is struggling with the aim of becoming global citizen, where global and international firms and entities are in a position of prospering in the region. As a result, the region is very much committed to a population that is well educated with proficiency in international languages like English, for instance.
Many teachers have worked in different kindergartens with children four and five years old. As a matter of fact, such teachers have lots of experience and also shared their ideas and approach of teaching. The problem is such teachers might not have enough teaching qualifications, as some have education background in accounting profession, rather than teaching.
This issue is possible due to two main facts; the first fact is that kindergartens are preparation especially for basic academic skills. Secondly, there was no specific local higher educational institution that generates Early Childhood teachers until two years ago. Before then the assumption in the Middle East was that for one to be a kinder teacher, there is no need of special skills.
There have been significant changes that have been made to improve education quality, especially at their workplace, but with all these changes, some still feel that, their aims have not been fully reached. As a result, this project plan provides a reflection of teaching profession, to find out whether teachers have practised teaching based on children’s developmental requirements.
Hopefully from such reflection teachers might recognize their problems and limitations in their previous teaching practices and find good solutions while at the same time, enriching good practices.
Project Rationale
The study will investigate the usefulness of elementary-prep school EFL teachers to incorporate CALL in their day to day classroom activities in Middle Eastern settings. This will serve as an effort of increasing EFL proficiency, with the aim of being the engine that will increase CALL research in Middle East.
In terms of social change, the findings herein will help make teachers as well as other relevant stakeholders aware of the benefits associated with adopting Computer Assisted Language Learning. It is worth noting that if this is done in a rational and sober manner, then level of education, performance among other things will tremendously improve for the better in Middle East schools.
This is very important in determining the future of our children who seek quality education, thus producing academically successful students with great hope for future success as adults and productive citizens to our society.
Study objectives
The main question the research proposal intends to answer is if it is useful for elementary-prep school EFL teachers to incorporate CALL in their day to day classroom activities in Middle Eastern settings? In trying to answer this major question, the project will be guided by the following questions;
- What are the benefits of CALL in foreign language learning to learners in Middle East?
- Is it of beneficial for teachers to incorporate CALL in teaching student in the Middle East?
- What are the Middle Eastern governments’ policies towards CALL in TEFL?
- What are the limitations of incorporating CALL in TEFL daily activities?
As a result, the main focus would be on learners and teachers attitudes towards CALL in the Middle East (elementary-prep students aged 11-13).
Literature Review
According to Kessler, 2007 the introduction of Computer Assisted Language Learning (CALL) system holds a greater potential than traditional teaching method for improving foreign language learning. Through its use, for example internet applications, activities which are considered meaningful in EFL are brought to class.
When such activities combine with sounds along with texts and graphics, CALL enriches and extends the class instructional activities. As a result, in the Middle East, parents and teachers have invested much in computer technology with the aim that it will change the experience of foreign language learning (Kessler, 2007).
The use of CALL has the power of increasing of providing quality language learning experience to learners. The system also provided platforms for distance language learning, where learners can are able to view and interact with the contents of learning at any place.
CALL faces a lot of limitations, “innovations in computer assisted learning rarely have been evaluated in terms of their impact on the nature of classroom learning environment as perceived by students” (Teh and Fraser, 1995: 32).
This is particularly CALL under which induced technology pedagogy is looked upon as being a panacea to problems of teaching, for instance, inadequate chances for real life communication, student motivation, as well as the provision of authentic input.
Another limitation is that, there are ethical issues which have to be taken into consideration for instance abuse of the technology, privacy matter, confidentiality among others that renders a second thought in traditional language learning methods. Such considerations have not been handled in CALL.
In addition, CALL faces limitations in its applications, for instance inadequate training and unfamiliarity of the technology by both teachers and students. This has led to a lot of difficulties in the introduction of the internet language classes (Dinev & Mullen, 2008).
Recent studies have indicated that there is inadequate CALL presence in the programs dealing with teacher preparation in Middle East. In addition, teachers get to know about CALL from sources that are informal. As a matter of fact, most graduates are never satisfied with limited preparations that they receive during their studies.
The perception of teachers is that CALL education has been neglected in Middle East to make them equipped with CALL knowledge and necessary experience when using the advanced technology in language classrooms. In general, very little has been done to prepare teachers with formal teaching programs, though most of them are ready to adopt the technology.
This inadequate preparation is due to out dated nature of the technology they usually use in their classes (Kessler, 2007). However, more recent research show that adoption of CALL and other technology enhance learning is on the rise (Chapelle, 2001).
The perception of teachers regarding CALL use has been investigated on a very limited scale, but there has been “no evidence of research showing overall attitude towards technology among educators”.
According to Vodanovich &Piotrowski (2004: 45), those ready to adopt the technology effectively are in most cases deterred from doing so by institutional barriers. Teachers have welcomed cyberspace technology and most of them have faith that the tool will assist learners achieve foreign language competence.
On the other hand, some teachers view CALL as a very significant part of their course, and on top of that, they have a very high motivation to use CALL. It is true that students having knowledge on CALL do appreciate the use of, and value the kind of, learning that they engage by the using computers; this has given rise to high face validity for CALL.
In general, studies dealing with the perception of along with the perception of learners towards use of CALL in language classes in Middle East , have concentrated on short-term usage of synchronous and asynchronous instruments that have been developed just for certain studies (Kessler, 2007).
According to Al-Hajri, 2008 governments in Middle East have been deemed to be ‘enemies’ of technology use. Most of their legislatures, laws, guidelines and regulations do not favor free use of technology and media. Most of the institutions have placed laws and policies that do not encourage CALL applications in Middle East governments.
Most legislation provides close control on internet usage and its applications in schools, especially CALL application. As a result, most legislation discourages CALL application in classrooms (Dinev, & Mullen, 2008).
How it works (methods and resources)
Computer Assisted Language Learning usually entails using technology to impart knowledge; traditional forms of training are not used but when used in combination which has been shown by other researcher to be one of the best ways to go in terms of imparting skills and knowledge especially in languages, it is then termed as blended learning (Crook, 1994).
E-learning typically employs internet and computers. Generally, it refers to the use of computers as well as net-work assisted transfers of knowledge and skills. The contents are shared by use of internet, audio or video tapes, satellite television, intranet, CD-ROM.
Mechanisms used in CALL may entail computer-based learning (CBL) which personal computers aid in knowledge and skills transfer. In this context, it not only refers to use of computers in classrooms but also to their use in a structured setting to enhance teaching.
Due to advanced technological innovations, computers have also changed from heavy and cumbersome ones to light, portable handheld ones. This can be used in the classroom or at home with or without internet connection
Computer based training (CBT) refers to self paced forms of learning, usually accessible through computers or other handheld devices. Basically, this approach can be thought from the context of reading literature material online. Web Based Training (WBT) is different from CBT on the basis of how information is delivered, with WBT; internet is exclusively used in conveying the information while in CBT CD-ROM is what is employed to deliver information (Chapelle, 2001).
The concepts employed in CBT include use of multiple choices, drag and drop, simulation, radial button. It provides a user friendly environment that brings satisfaction as it supplements traditional training forms. Instructors can use this kind of approach to teach learners English.
Computer supported collaborative learning is an innovation thought to better how instructors teach and students learn through using the latest communication technology-e-learning 2.0. Lastly, another approach termed Technology Enhanced Learning (Ellis, 1999) has the potential of helping impart knowledge through CALL. It focuses on technological support.
Additionally, it is characterized with learning resources that are created, distributed, accessible, compiled and consumed in a digital manner, full of action through communication, interaction and collaboration, it is contextual in terms of time, duration, surrounding, location and people. There is active participation and goals as well as objective clearly set (Allen & Morton, 1994).
It is worth noting that CALL works if one or more of these approaches are used in combination. For instance, through careful evaluation, the program, can be designed in such a way that the time spends in classroom and at home behind a computer reading English for those individuals that it is not their native language yield maximum satisfaction while meeting the learning goals and objectives (Felix, 2004).
Advantages of CALL
According to Poole & Bates, 2003 there are various advantages of adopting CALL. One notable advantage is that it will enhance just like in other subjects and curriculum increased learning. Learners will be provided with a mixed approach in acquiring knowledge and skills that will help them counter-balance the weaknesses of traditional form and pure e-learning and offer opportunity to learners to grasp more and do more assignments with frequent assessment.
Convenience also comes with this kind of learning approach. Those student who do not have English as their native language will access the instructions and teaching in a more flexible manner. Additionally teachers need not to travel to distance geographic location to teach as they can do it from any place provided the equipment is in place.
In addition, the method has also been hailed to reduce congestion in parking lots as well as reducing traffic in institutions of higher learning. This makes it easy for people to move with ease translating to saving time (Felix, 2004). On the same note, CALL has been seen to ease the pressure on limited equipments as well as the limited space in various learning institution.
Unlike traditional form of teaching, and or e-learning, CALL brings the synergy of these two and ensures that there is very high level of interaction between student, students and contents, students and instructors. This usually yield positive result manifested through improved performance. The approach makes it possible for learners to post information that will fuel general educational rendezvous (Allen, 2003).
Methodology
The research employs a mixed research design method. It is important to note that theoretical study calls for deeper digging of various literatures ranging from journals, publications, books, other forms of literature and from the internet (Beiske, 2002).
What this implies is that some of the data required will be collected by perusing through secondary sources of data. Qualitative research is also employed in the study; the approach seeks to contextualize the research by immersing the researcher into the study scenario as well as with the study subjects.
The research question addressed during the study will be; ‘is it useful for elementary-prep school EFL teachers to incorporate CALL in their day to day classroom activities in Saudi Arabia; Middle Eastern settings? The main focus would be on learners and teachers attitudes towards CALL in the Middle East (elementary-prep students aged 11-13).
Sampling strategies that will be used during research process when coming up with population will include careful biased sampling. This is because it will purely target materials from the library, internet and related research reports. These will be read and analyzed to provide the required data and information on the subject.
It is worth noting that data to be used will come from personal reflection as a teacher. This will be done by closely tracking back of my personal teaching experiences. Personal diaries as well as journals will help in providing required data. Additionally, some data will collect from national curriculum archive which is available in Arabic.
Similarly, additional data will be collected from kindergarten daily activity schedule and children language progress reports. It is evident that the reports are indeed unique to various institutions. As previously stated other data will be derived from existing literatures that can be found in the library as well as internet.
Data Analysis
After collecting the required data, filtering and data coding will be done; proper statistical analysis (non parametric data analysis) will be carried out to help bring out coherent meaning of the study. The analytical methods that will be used to achieve this will include correlation, regression and cross tabulation analysis. In addition chi-square analysis will be carried out to test for significance differences.
While carrying out research and reducing data, I will look for links, associations as well as patterns in the topic being studied. This can be attained through various mechanisms such as analytic induction. Ideally it entails scanning or given patterns and relationships so that the researcher comes up with a general picture to fully describe what is happening.
Using constant comparison is also applicable especially when dealing with grounded-theory approach. Analysis of data collected from diaries and personal experience as EFL teacher will be analyzed as raw data (Creswell, 2003).
Data coding is where researcher manages the collected data. This is done by labeling, storing as well as retrieving. Data management includes organizing data by using computers and displaying data.
It is worth mentioning that appropriate statistical analysis such as hermeneutics, discourse analysis, ground theory, content analysis as well as ethnographic decision model (Bogdan & Biklen, 1982). Presentation after the analysis will be done by use of tables, graphs as well as charts.
Limitation and scope of the study
Most, if not all research studies have limitations and in this case, the following are the limitations;
- Method used to collect data is purely from secondary source. There are higher chances that the gathered information might be biased and outdated. Some vital information to help answer the research questions might not be made available due to limited research on the topic.
- Due to financial constraint, coupled with limited time, all aspects that constitute blend learning might not be adequately brought to light.
- Considering the fact that technology changes each and every day, this poses a threat because what might be brought out by the study might not adequately reflect what will happen in the near future.
- The complexity of the whole process of theoretical study brings with it many processes that can lead to some aspects of the topics being forgotten. This I will address by being very careful to ensure that each and every aspect in the research questions and aims are adequately addressed.
Ethical Issues
The project will be approved by the school Independent Review Board before data collection. Additionally, to use the data from academic progress reports, consent from the parents or guardians will be sought after.
The identity of the student from the progress reports will be confidential. Similalrly the data collected will be used for the intended purpose and only shared with the research team. In addition, respondents’ views will be handled with lots of privacy and confidentiality, and will only be used for the intended purpose alone.
Timing Mileposts
References
Al-Hajri, S. (2008). The Adoption of e-Banking: The Case of Omani Banks. International Review of Business Research Papers. 4(5): 120-128.
Allen, T., & Morton, M. (1994). Information Technology and the Corporation of the 1990s. New York: Oxford University Press.
Beiske, B. (2002). Research Methods: Uses and Limitations of Questionnaires, Interviews, and Case Studies. Manchester: University of Manchester.
Bogdan, R. & Biklen, S. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon, Inc.
Chapelle, C. (2001). Computer applications in second language acquisition. Foundations for teaching, testing and research. Cambridge: Cambridge University Press.
Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: Sage Publications.
Crook, C. (1994). Computers and the Collaborative Experience of Learning. London: Routledge.
Dinev, T. & Mullen, M. (2008). Internet Users’ Privacy Concerns and Attitude towards Government Surveillance –An Empirical Investigation. The Journal of Strategic Information Systems. 17(3): 214-233.
Ellis, R. (1999). Learning a Second Language through Interaction. Amsterdam: John Benjamins Company,
Felix, U. (2004). Teaching Languages Online: Deconstructing the myths. Australian Journal of Educational Technology, 19 (1): 118-138.
Fukutake, T. & Matsubara, H. (1992). Methodologies of Social Survey (in Japan). Tokyo: Yuhikaku Publishing Co.
Kessler, G. (2007). Formal and Informal CALL Preparation and Teacher Attitude towards Technology. Computer Assisted Language Learning. 20(2), 173-188
Poole, G. & Bates, A. (2003). Effective Teaching with Technology in Higher Education. San Francisco: Jossey-Bass.
Teh, G. & Fraser, B. (1995). Development and Validation of an Instrument for Assessing the Psychological Environment of Computer-Assisted Learning Classrooms. Journal of Educational Computing Research. 12(1): 177-193.
Vodanovich, S. & Piotrowski, C. (2004). Faculty Attitudes towards Web-Based Instructions May Not BE enough: limited use and obstacles to implementation. Journal of Educational Technology Systems. 33(1): 309-318