Abstract
The aim of this study was to find prospective English language teachers’ opinions on computer-based materials in comparison to paper-based materials in relation to some variables such as their self-perceived knowledge of using computers and their sex. The participants were asked to decide to what degree computer and paper-based materials differed in language learning and teaching components, namely, vocabulary, grammar, pronunciation and intonation, listening, reading, speaking, writing, literature, target culture, pragmatics, general knowledge, learning strategies and styles, and creating a positive classroom atmosphere. Results indicated no significant correlation between participants’ knowledge of computers and their opinions, but statistically significant relationship was found between gender and their opinions.
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