Abstract
Maximum utilization of technology in all fields of life including language education by a country has become inevitable to survive in the competitive world. Saudi government has already invested a lot of efforts and public finance to adopt modern teaching practices using Information Communication Technology (ICT) to supplement English Language Teaching (ELT) in Saudi Arabia. The present study applies Technology Acceptance Model (TAM) as a theoretical model to explore the effects of different factors on the attitudes of teachers towards using Computer-Assisted Language Learning (CALL) in the language learning contexts of Saudi Arabia. The current study investigates the effect of perceived usefulness and perceived ease of use on the attitude and intended usage behavior of Saudi English as a Foreign Language (EFL) teachers towards using CALL. In addition to these two factors borrowed from TAM, three other variables: social influence, facilitating conditions and management support are added into the model. To test the hypothesized model, this study applied a quantitative questionnaire survey approach with participants chosen randomly from 10 different universities in Kingdom of Saudi Arabia. A total of 421 valid responses received through online questionnaire from the teachers were used for the analysis to achieve research objectives and hypotheses testing. Structural Equation Modeling Analysis was employed to analyze the data. The findings of this study are found very encouraging and provide sufficient support to the proposed model of the study, which was consisting of TAM as the foundation theory. According to TAM, postulation perceived usefulness and perceived ease of use both are two significant elements that determine attitude and intended usage behavior. These hypotheses were found significant, thus provided external validity to the TAM postulations. In addition, the findings suggested that social influence, management support, and facilitating conditions are important factors that influence individuals’ intended behavior towards CALL usage.
Highlights
The Information Communication Technology (ICT) has created scenarios and innovative paradigms for learning through both vertical and horizontal and communication and collaboration which have transformed the face of learning
Saudi government has already invested a lot of efforts and public finance to adopt modern teaching practices using Information Communication Technology (ICT) to supplement English Language Teaching (ELT) in Saudi Arabia
The present study applies Technology Acceptance Model (TAM) as a theoretical model to explore the effects of different factors on the attitudes of teachers towards using ComputerAssisted Language Learning (CALL) in the language learning contexts of Saudi Arabia
Summary
The Information Communication Technology (ICT) has created scenarios and innovative paradigms for learning through both vertical (teacher to student) and horizontal (peer to peer) and communication and collaboration which have transformed the face of learning. The effect of ICT is evident in all fields of education as well as in language learning. CALL was introduced in the early sixties as a disseminator of information. It soon became a significant factor for Second Language Acquisition (SLA) and English in particular. It developed as an established tool and was widely used with introduced features of multimedia as well as the concept of learning in communities and it has gained recognition the world over for its success in supporting SLA (Lambropoulos, Christopoulou, & Vlachos, 2006; He & Ma, 2007). The victorious enforcement of Information Communication Technology (ICT) into the educational sectors is not a common case of generating software and installing hardware, appropriate attention must be paid to the elements for example pedagogy, societal culture, pedagogical culture and the particular persons
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