CMC Technologies and Their Impact on Online Interaction - Assignment Example

Running Head: Thesis Proposal Thesis Proposal [Institute’s Thesis Proposal Introduction In recent decades, the field of information and technology has advanced rapidly and has been able to influence almost every sector, especially the educational sector globally (Stenson & Smith, 1992: pp. 5-19). One can see introduction and implementation of technological advancements in almost every sector of the society that has resulted in efficient results. At the same time, it has become imperative to investigate and analyze effects of such involvement of information technology in different processes, especially in the educational sector. In education sector, the approach of teaching has transformed and still transforming significantly due to availability of different technologies that have become a part of teaching practices, and administrators are implementing different technological tools to replace conventional forms of teaching (Jones, 2001: 360-367). In other words, education is now depending heavily on the interactive means of technology, as teachers are endeavoring to provide interactive-based teaching to their students, in order to maintain their concentration and interest that has become one of the major issues in contemporary education society (Hoffmann, 1996: 24-29) (Gattegno, 1976: 20-22). In such endeavors, ‘computer assisted language learning’ (CALL) is playing a significant role in facilitating teachers and educators in the provision of a learning platform to students with the utilization of advanced forms of technology, especially computers (Allen, 1999: 16-31). Since its commencement, CALL has continued to enhance and improve gradually and has been able to offer significant and effective outcomes that have inclined experts to carry out researches and studies related to this interdisciplinary tool of teaching (Levy, 1996: pp. 23-25). However, despite various studies (Lirola et al, 2008: 67-81) related to CALL exist today; however, there is still a huge room for new and more importantly, specific studies, as it is a personal observation that culture plays a significant role in the success or failure of CALL in any learning setting. Thus, it is very important to carry out specific and focused studies related to computer-assisted language learning, in order to acquire effective outcomes. Moreover, there is huge need of studies related to CALL, however, in context of EFL, as studies in EFL context are very rare, and thus, new studies will allow a more comprehensive understanding related to pros and cons of the technology. For this purpose, the proposed study will attempt to identify and analyze access, utilization, perceptions, and attitudes of students, as well as teachers toward computer-assisted language learning in EFL context that will offer various benefits, discussed in later section of the proposal. Aims and Objectives It is very imperative for a research to identify aims and objectives along with the purpose statement, as lack of focused objectives often cause incompetent outcomes, as well as misuse of time and resources. For the proposed study, it is expectation that results of this study will facilitate the researchers to identify different factors related to CALL that influence and affect attitude and perception of EFL students at selected Saudi Arabian universities. Additionally, the proposed research foresees wide-ranging analysis of different studies related to CALL that will facilitate the researcher to carry out a critical analysis of different approaches for the implementation of CALL in EFL classrooms in an efficient manner. Furthermore, the proposed research will endeavor to identify any ambiguities in the setup of CALL that result in inefficiencies and limit the access and utilization of students in the same context. Lastly, the proposed research expects to acquire understanding of possible prospects and future developments that can contribute in eliminating different identified adverse factors in a valuable manner. Research Statement In this regard, the proposed research will focus on the following purpose statement: “To identify and analyze access, use of, perceptions, and attitudes of female students, as well as teachers toward computer-assisted language learning in EFL context at selected Saudi Arabian universities.” Research Questions for Preliminary Study As earlier mentioned, the primary research goal for this study is to identify the current state of Computer Assisted Language Learning (CALL) in the teaching of English as a Foreign Language in female section at selected Saudi Arabian universities along with different other focused objectives discussed earlier in the proposal. In specific, the proposed research will focus on the following research questions to acquire its objectives: What resources and technological equipments related to CALL are available to targeted students and teachers? How much is the ratio of available CALL resources and teachers/students? Do teachers and students get any kind of training to use available CALL systems for their teaching and learning purposes respectively? What is the recurrence for the utilization of CALL-related equipments in the targeted environments: EFL classrooms by students and teachers? What is the recurrence for the utilization of CALL-related equipments at non-targeted environments: homes, offices, etc by students and teachers? What is the approach of teachers in the utilization of CALL features in EFL classrooms? What is the extent (rare, often, always) of utilization of CALL features in EFL classrooms? What are the pre-conceived notions of students and teachers about efficacy and integration of CALL in the EFL classrooms? What are the differences between users and non-users of CALL? What are the factors (gender, race, age, interest, classroom setting, teaching style, etc) that encourage or discourage utilization of CALL in EFL classrooms? What are pre-conceived notions of teachers about pre-training before using CALL? What is the effect of training on the teachers’ utilization of CALL in EFL classrooms? Literature Review Although the specific objective of the proposed research is to analyze access, utilization, perceptions, and attitudes of female students, as well as teachers toward computer-assisted language learning in EFL context, however, it is very essential to acquire a broad understanding about different perspectives of CALL, in order to carry out research in an efficient manner. For this purpose, the researcher has carried out a succinct review of literature (Golas, 1995: 3-9) (Milheim, 1993: 2-8) (Jones, 2001: 360-267) related to CALL, its development, utilization in different contexts and countries that will be very beneficial for the researcher to carry out critical analysis during the proposed study. Introduction of the proposal already gave a brief preview of CALL, and thus, this review will focus primarily on the existence and development of CALL in the field of language teaching and learning. Available literature (Walker, 1994: 12-15) has indicated that primary introduction of CALL focused on disciplines, such as computer science, AI, psychology, etc; however, its development has been very significant in the field of language learning and teaching (Levy, 1997: pp. 41-49). Its emergence began as a major component of CAI or computer-assisted instruction that refers the utilization of computers as instructional tools for specific requirements of a learning group (Jung, 2002: 349-398). Besides its one-line definition described earlier in the proposal, various experts (Levy, 1996: 11-19) have attempted to define CALL in their diverse manner, and debate is still in continuance until now, especially in the discipline of language learning and teaching (Jung, 2002: 349-398). Some of the major examples of different terms of CALL are CAL (Computer-Assisted Learning), CMC (Computer-Mediated Communication), ICALL (Intelligent Computer assisted Language Learning), CELL (Computer-enhanced Language Learning), WELL (Web Enhanced Language Learning), etc (Smith & Zhao, 2003: pp. 703-729) (Al-Juhani, 1991: 2383). Another debate related to CALL exists about its development, as some experts (Choi, 1997: 107-33) believe that CALL emerged in late 1940s after World War II. On the other hand, some other experts deny presence of CALL in 1940s and they have indicated first utilization of CALL or CAI in late 1950s by Americans (Chapelle, 1986: 27-46). Moreover, Chapelle (2000: pp. 31-35) indicated that the focused utilization of CALL for language learning and teaching began in 1960s; however, specified that this technology was something of a luxury rather than a necessity or usual thing at that time, and thus, it was not part of everyday classrooms, but specific groups of students (Beatty, 2003: 40-42). In addition, few experts have supported this concept and indicated that only few teachers good at computer literacy were using CALL in their classrooms until 1970s (Jung, 2002: 349-398). Chapelle (2000: pp. 20-22) specifically noted that Stanford University’s Mathematical Institute was the first to start CALL project in the United States. Literature (Levy, 1997: 54-59) has indicated that although emergence and development of CALL was very significant, however, expensive costs of CALL equipments and technologies interrupted this process, and thus, CALL came very late in classrooms (Lirola et al, 2008: 67-81). One of the examples of high costs of computers is ‘EDVAC’ that was the first computer in the 1960s with a price tag of more than 0.5 million dollars. In 1980s, cost of a Model 30 computer was 0.2 million dollars. Thus, such expensive costs of computers hindered the process of emergence of CALL in classrooms (Abalhassan, 2002: 4086). Researchers (Beatty, 2003: 26-39) have indicated that besides high costs of computers, slow speed of research related to computer equipments was another factor that delayed CALL’s development. However, rapid advancement of information technology and low costs of computers have enabled a majority of classrooms to introduce and implement CALL in their teaching and learning setting (Al-Juhani, 1991: 2383). CALL in Language Learning In language learning, experts (Jung, 2002: 349-398) have divided chronology of computers into different stages: ‘Structural, Communicative’ and ‘Integrative CALL’, where the ‘Integrative CALL’ is the contemporary stage of CALL involving its usage in daily teaching and learning process. Moreover, the current stage of CALL focuses more on socio-cultural factors based on the cognitive model of Vygotsky, basis of the Integrative CALL (Chapelle, 1986: pp. 20-22). Few other experts (Gamper & Knapp, 2002: 329-342) have showed two approaches for the application of computers in language learning. First, computers can play the role of an expert that may offer required skills and apply specific strategies to teach students. On the other hand, experts can utilize the tools of information technology to connect and interact with students in an interactive manner for instructional purposes (Almekhlafi, 2006: 121-142). Until today, CALL’s role has remained limited to only ‘tools for teachers’; however, future developments and advancements may result in its role as ‘real teachers.’ Studies (Adamson, 1995: 24-37) have indicated that multimedia has played, and is playing a significant and crucial role in enhancing the capabilities and outcomes of CALL in language learning process. Some of the specific examples of multimedia are images, text, video, graphics (Beatty, 2003: 19-24). Recent developments has now made it possible for teachers and students to utilize CALL in an integrated manner by connecting through CDs, as well as through internet facilities that has changed the whole concept of CALL to a limited classroom setting (Adamson, 1995: 24-37) (Ayres, 2002: 241-249). More studies (Timucin, 2006: 262-271) (Debski & Gruba, 1999: 3-9) related to the development of CALL in language learning have indicated frequent usage of the term ‘attitude’ in different contexts. In general, ‘attitude’ is major term that exists in different disciplines, especially in psychology and sociology (Al-Weshail, 1997: 19-23). Analysis of the literature (Chapelle, 1986: 27-46) related to this term has shown that attitude refers to cognitive responses of individuals involving their perceptions and beliefs about a specific subject, object, or situation. In addition, attitude plays the role of an evaluator that facilitates an individual to like or dislike something (Ayres, 2002: 241-249). In language learning and more specifically, in foreign language learning, attitude is a crucial notion that can potentially influence the success or failure of any teaching or learning approach (Smith & Zhao, 2003: 703-729). Further analysis indicated that the target of providing efficient environment for teaching and learning second language became the major reason behind studies related to attitude (Abalhassan, 2002: 4086). It is the case with the proposed study as well targeting female students studying in EFL classrooms at selected Saudi Arabian universities, as well as teachers teaching in these classrooms. Use of Call In the year 2005, Ali M. Al-Asmari (pp. 1-215) carried out study on the utilization of internet by EFL teachers while targeting colleges of technology in Saudi Arabia. Some of the major variables considered for this study were access to Internet, expertise of computer, personal skills of teachers, etc. Findings of the study specified that participants had no significant exposure to the internet for teaching purposes in their classrooms. However, they had huge exposure to the internet for their personal purposes, and thus, they had positive perceptions towards the role of internet as an instructional tool. Moreover, expert concluded that training was an essential notion, imperative for efficient and positive outcomes from internet’s utilization for teaching purposes. Attitude towards Call Study (Almekhlafi, 2006: 121-142) related to attitude towards CALL have indicated that attitude towards computers is a variable that evaluates computer technologies based on general perceptions of an individual. However, it is not essential that perception will only relate to computer technologies, and thus, different teaching approaches, diverse methodologies of using technologies can play a critical role in altering perceptions, and thus, attitudes of students (Smith & Zhao, 2003: 703-729). In this regard, researchers are now carrying out studies to investigate pre-conceived notions and beliefs of students related to computer technologies in language learning classrooms that have opened new avenues for effective development of CALL technologies in the future (Ayres, 2002: 241-249) (Al-Weshail, 1997: pp. 29-44). In other words, attitudes of students, as well as teachers are the major factors that allow experts (Walker, 1994: 12-15) to decide success or failure of CALL technologies in a classroom setting or in an educational and cultural context. In another study, experts concluded that attitudes of students are the noteworthy factors for evaluating success of CALL in classrooms. In addition, they specified that it is very important to have a positive attitude from students and teachers to acquire efficient outcomes from the technology (Abalhassan, 2002: 4086). In the year 1991, another expert (Al-Juhani, 1991: 2383) analyzed effectiveness of CALL in ESL classrooms in a Saudi secondary school, indicated that attitude was a major factor in determining and evaluating effectiveness of CALL, and specified that differences in teaching methodologies play a crucial role in altering attitude of students. Several studies involving the use of computers in education have been conducted in Gulf States in the past few years (Al-Ammari, 2004’ Al- Asmari, 2005; Al-Khtani, 2001). In Qatar, Al-Ammari (2004) investigated female teachers perceptions of computers in education, and examined the correlation between the female teachers perceptions and computer lab use. The findings of the study showed that the Qatari female teachers placed a high value on computer implementation in education. They saw it as a useful educational tool for both teachers as well as students. However, the study revealed that the female teachers encountered many barriers, both external and internal, to their implementation of computers in education. External barriers included lack of manuals, limited number of labs, lack of time, lack of incentives for using computers, limited proficiency in the English language, and the high cost of hardware and software. The internal barriers were related to personal factors, such as teachers lack of knowledge and competence, fear of computers, and lack of confidence. Al-khatani (2001) conducted a study to describe the current statue of CALL in the EFL departments at four Universities in Saudi Arabia. He utilized a mixed method design including both survey and qualitative (semi structured interviews) approaches to collect the data. Al-khatani found that most of the hardware in these Universities was out of date. Although most of the faculty demonstrated positive attitudes towards the use of CALL in EFL instruction, barriers such as lack of internet connectivity, lack of adequate software and networks, and limited access to computers by the students hindered the faculty’s integration of CALL in their teaching. The study showed that the internet, email, and word processing were the most frequently used by the EFL faculty. In this regard, a number of studies have focused on attitudes of students related to their utilization of computers in language learning and instructions. For instance, in the year 1996, Choi (1996: 107-33) investigated role of attitude and its effects of CALL on Korean college students and concluded that integration of computers enhanced learning, as well as influenced students’ attitudes in positive manner. Participants of this study included female students as well, and thus, findings of this study are applicable and will be useful in proposed study. In the year 1992, another study (Thaipakdee, 1992: pp. 1135) focused attitudes and motivation level of students in an EFL classroom and investigated relationships among writing quality, attitudes toward writing, and attitudes toward computers during the study. This study involved some female students as well. Findings of this and similar studies (Gardner, 1972: 49-61,) indicated that computers were very effective in creating a significant relationship between writing quality and positive attitude. In Arabian context, a study (Bin-Bakr, 1996: 20-45) investigated utilization of computer technology by Saudi administrators in higher education, and specified that such utilization altered teachers’ attitudes in positive manner, and thus, enhanced language learning of students as well. In the year 2002, some other experts (Jabir & Omar, 2002: 312-327) carried out similar studies while targeting male and female students, as well as few teachers of southern Jordan. This study revealed similar results as well that utilization of computers was an effective means of enhancing learning of students, and students were more interested in frequent usage of CALL in their classroom settings. Moreover, findings of similar studies (Alrumaih, 2004: 4083) (Alkahtani, 2004: 26-30) have indicated that Arab students enjoy using CALL technology and take pleasure in interacting with multimedia during their language learning. Furthermore, integration of computers plays a significant role in improving English language skills of EFL learners. In the year 2006, Almekhlafi (pp. 121-142) selected students of an EFL class in the United Arab Emirates and focused on the investigation of attitudes of students toward CALL technologies’ integration, and subsequently, effect of such implementation on students’ achievement in English language. Findings of the research disclosed that CALL has resulted in positive attitude of students, and CALL technology has been efficient in improving language learning of the male and female students in this study. During the same year, another expert (Abu Samak, 2006: 1-179) carried out research to explore attitudes, skills, and access of Jordanian English language teachers, and attempted to analyze these factors as indicators of successful integration of information technology. Findings of the study revealed that teachers had positive attitude related to the utilization of information technology for instructional purposes. During the study, expert compared findings of Jordanian teachers with Syrian teachers, and comparison showed higher levels of access in Jordanian counterparts. Some of the major factors that influenced teachers’ attitudes in negative manner were age and experience, and positive factor was qualification of the teachers. Another study (Ruffin, 2000: pp. 582) focused on an interesting variable of students’ utilization of computer technologies at home while analyzing their attitudes toward CALL in learning instructions. The study revealed that exposure to computers at homes was a significant determinant in predicting students’ attitudes besides other factors, discussed in earlier studies. Moreover, this study (Ruffin, 2000: 582) focused on gender factor as well while investigating level of anxiety in both genders toward integration of computers, and indicated that female students of the university were more concerned and nervous, as compared to their male colleagues. Lastly, another study (Abdelhamid, 2002: 285-316) focused Egyptian students at Cairo University while considering gender factor to assess their attitudes toward computer usage in classrooms. Findings revealed that gender was not a significant factor in analyzing students’ attitudes and there was no noteworthy difference; however, for anxiety factor, results indicated significant differences, as females were more nervous than male students were. Methodology A combination of quantitative and qualitative methods will be used to investigate female students attitudes about using CALL in EFL classes at four government-funded universities in Saudi Arabia. Quantitative data are collected by means of survey questionnaires, while qualitative data are collected through observations and interviews. The questionnaire will consist of five sections to collect data on the availability of technology for students to use even outside the class, types of support, the most frequently used technology resources (hardware, software, and Internet connectivity) that are available at each university, students attitudes toward using CALL to learn EFL and what they considered to be advantages and disadvantages of using computers in EFL classes. In addition, the researcher will observe teachers and students in computer laboratories and conduct interviews with students and teachers to allow for more elaboration on the responses they will give to the questionnaire items and to describe the factors that affected their use of CALL in EFL classes. Conclusion Briefly, computer-assisted language and learning is a significant technology that is offering a number of advantages to students, as well as teachers in the form of enhancing and improving the level of learning in classroom settings. Implementation of CALL technology in EFL classrooms has resulted in enormous benefits; however, it is imperative that educators may assess students’ specific needs and requirements, essential for integration and advancement of CALL technology for future implementation. Moreover, brief review of literature has indicated that such integration and rapid development of CALL methodology in classrooms are playing a noteworthy alteration in attitudes of students and teachers. Although investigation and analysis of students and teachers’ attitudes is a composite procedure, but it is necessary for the provision of efficient learning environment to the students, and the same teaching environment to the teachers accordingly. Until now, the research proposal has described some of the aims and objectives identified for the research, followed by research questions that specified focused queries considered for questionnaires, as well as interviews during the study. Literature review provided an insight into the development of CALL technology, debate related to different aspects of CALL in classroom settings, and subsequently, role of attitude in success or failure of CALL technology. In addition, it discussed findings of previously carried out studies related to CALL in a brief manner that will be beneficial while obtaining information. In the end, methodology part conversed about different methodological approaches, considered for obtaining information related to the purpose statement of the proposed research. The present study will carry out abovementioned methodological strategies to acquire factual and logical results that will be a major contribution in comprehensive understanding of use and access of students, and more importantly, attitudes of students and teachers toward Computer Assisted Language Learning in EFL Instruction in the Saudi Arabian context. References Abalhassan, K. M. (2002). 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Ruffin, E. L. (2000). Computer-assisted instruction." Dissertation Abstracts International. Volume 61, Issue 2A, pp. 582. Smith, B. & Zhao, Y. (2003). "Features of CMC technologies and their impact on language learners’ online interaction." Computer in Human Behavior. Volume 19, pp. 703-29. Stenson, N., Smith, J. (1992). “Effectiveness of Computer-assisted pronunciation training.” The CALICO Journal. Volume 9, Issue 4, pp. 5-19. Thaipakdee, S. (1992). “Relationships among writing quality, attitudes toward writing, and attitudes toward computers in a computer-mediated technical writing class for English as a foreign language students.” Dissertation Abstracts International. Volume 53, pp. 1135. Timucin, Metin. (2006). “Implementing CALL in an EFL Context.” ELT Journal. Volume 60, Issue 3, pp. 262-271. Walker, B. (1994). "EFL teachers’ attitudes about CALL." CAELL Journal. Volume 5, Issue 3, pp. 12-15. Read More