Araştırma Makalesi
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EFL Instructors’ Perceptions and Attitudes towards Using CALL in Language Classrooms

Yıl 2020, Cilt: 9 Sayı: 1, 291 - 307, 18.03.2020

Dr. Hakan Demiröz Dr. Faruk Türker

Öz

Using computers to teach a language
paved the way for the emergence of Computer-Assisted Language Teaching (CALL)
in Applied Linguistics. The perceptions and attitudes of the practitioners of a
system or method are significant because it is evident that they have crucial
effects on the efficiency, effectiveness and outcomes of the process. This
study aimed to find out the perceptions and attitudes of EFL instructors using
CALL in their teaching and the instructors who do not use CALL. The study
adopted the survey method as a data collection tool. The results of the study
indicated that there was a great willingness to use CALL among EFL educators
working at higher education institutions in Turkey in English courses both in
preparatory classes and compulsory general English courses and that male
instructors found CALL more applicable and they stated that they found
themselves more efficient in using the CALL programs. Another finding of the
study is that male instructors have more positive attitudes towards CALL as more
male instructors believe CALL facilitates students’ studying at their own pace
and CALL programs motivate instructors and students than the traditional
techniques and methods in language learning.

Anahtar Kelimeler

Computer Assisted Language Teaching English as a Foreign Language instructors perceptions and attitudes tertiary education

Kaynakça

  • Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. doi:10.1016/j.compedu.2004.10.013
  • Alshumaimeri, Y. A. (2008). Perceptions and attitudes towards using CALL in English classrooms among Saudi secondary EFL teachers. The JALT CALL Journal, 4(2), 29-46.
  • Aydin, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233. doi: 10.1080/09588221.2012.654495
  • Capan, S. A. (2012). Teacher attitudes towards computer use in EFL classrooms. Frontiers of Language and Teaching, 3, 248-254.
  • Carr, N. T. (2006). Computer-based testing: Prospects for innovative assessment. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (CALICO Monograph Series, Vol. 5, pp. 289–312). San Marcos, TX: CALICO.
  • Chapelle, C., & Douglas, D. (2006). Assessing language through computer technology. Cambridge: Cambridge University Press.
  • Christie, K. N. (2001). Web-based multimedia in business Italian: A longitudinal evaluation of learner experiences and attitudes. Italica, 78(4), 499–525.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Boston, MA: Pearson Education, Inc.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
  • Ekşi, G. (2012). Foreign language instructors’ computer and information literacy perceived self-efficacy: a school of foreign languages case. ELT Research Journal, 1(2), 91-108.
  • Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-32. doi:10.1080/09588220500335455
  • Higgins, C. (1993). Computer assisted language learning: Current programs and projects. In: Eric Clearinghouse on languages and linguistics. Washington DC: Eric. ED355835
  • Hubbard, P. (2009). Computer assisted language learning: Vol 1 (Critical Concepts in Linguistics). London: Routledge.
  • İnce, M. N. (2017). The analysis of EFL teachers’ perceptions of CALL and variables influential on teachers’ attitudes. Journal of Narrative and Language Studies, 5(8), 59-72.
  • Jamieson, J., Chapelle, C., & Preiss, S. (2005). CALL evaluations by developers, a teacher, and students. CALICO Journal, 22(1), 93–138. doi: 10.1558/cj.v23i1.93-138
  • Kadel, R. (2005). How teacher attitudes affect technology integration. Learning and Leading with Technology, 32(2), 26–31.
  • Kim, H. K. (2008). Beyond motivation: ESL/EFL teachers’ perceptions of the role of computers. CALICO Journal, 25(2), 241-259.
  • Lee, K. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12). Retrieved from http://iteslj.org/Articles/Lee-CALLbarriers.html
  • Mahdi, H., & Al-Dera, A. (2013). The impact of teachers' age, gender and experience on the use of information and communication technology in EFL Teaching. English Language Teaching, 6(6), 57-67. doi:10.5539/elt.v6n6p57
  • Mirescu, S. (1997). Computer assisted instruction in language teaching. English Teaching Forum, 35(1), 53-56.
  • Mustafina, A. (2015). The role of teachers’ attitudes toward technology integration in school. The Eurasia proceedings of educational & social sciences (EPESS), ICRES 2015: International conference on research in education and science. 3, 129-138.
  • Oredein, A. (2008). New technology and record keeping in educational management: Levels of secondary school principals’ computer literacy and phobia. Academic Leadership: The Online Journal, 6(4), Article 9. Retrieved from https://scholars.fhsu.edu/alj/vol6/iss4/9
  • Pokrivčáková, S. (2015). CALL and foreign language education: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. doi: 10.17846/CALL.2014.29-37
  • Pouranshirvani, M. (2015). Computer-assisted language learning takes into account individual differences. Cumhuriyet University Faculty of Science, Science Journal (CSJ), 36(3) Special Issue, 888-915.
  • Robinson, B. (1985). Microcomputers and the language arts. Philadelphia: Open University Press.
  • Stone, L. A. (1991). Task-based activities: Making the language laboratory interactive. ERIC Digest, ERIC Clearinghouse on Languages and Linguistics. Washington DC.
  • Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
  • Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Alexandria, Virginia: TESOL Inc.
  • Wiebe, G., & Kabata, K. (2010). Students’ and instructors’ attitudes toward the use of CALL in foreign language teaching and learning. Computer Assisted Language Learning, 23(3), 221–234. doi: 10.1080/09588221.2010.486577

Dil Sınıflarında Yabancı Dil olarak İngilizce Öğreten Öğretim Görevlilerinin BDDE Kullanımına yönelik Algı ve Tutumları

Yıl 2020, Cilt: 9 Sayı: 1, 291 - 307, 18.03.2020

Dr. Hakan Demiröz Dr. Faruk Türker

Öz

Dil öğretmek için bilgisayarların kullanımı Uygulamalı Dilbilimde
Bilgisayar Destekli Yabancı Dil Öğretiminin (BDDE) ortaya çıkmasına yol
açmıştır. Bir sistem ya da yöntemin uygulayıcılarının algı ve tutumları sürecin
verimliliği, etkililiği ve sonuçları üzerinde önemli etkilere sahip oldukları
açık olduğu için önemlidir. Bu çalışma öğretimlerinde BDDE’yi kullanan ve
kullanmayan öğretim görevlilerinin BDDE kullanımı ile ilgili algı ve
tutumlarını araştırmayı amaçlamaktadır. Çalışmada veri toplama aracı olarak
tarama yöntemi kullanılmıştır. Çalışmanın sonuçları Türkiyede yükseköğretim
kurumlarında çalışan Yabancı Dil olarak İngilizce (YDİ) öğreten öğretim
görevlileri arasında hem hazırlık sınıflarında hem de zorunlu genel İngilizce
derslerinde BDDE kullanmaya büyük istek olduğunu ve erkek  öğretim görevlilerinin BDDE’yi daha fazla
uygulanabilir bulduklarını ve kendilerini BDDE programlarını kullanmada daha
yeterli gördüklerini göstermiştir. Çalışmanın
diğer bir sonucu ise daha fazla erkek öğretim görevlisi BDDE’nin geleneksel
yöntem ve tekniklere göre öğrencilere kendi hızında çalışmaya imkan sağladığını
ve BDDE programlarının öğretim görevlilerini ve öğrencilerini motive ettiğine
inanmaktadırlar. 

Anahtar Kelimeler

Bilgisayar Destekli Yabancı Dil Eğitimi İngilizcenin Yabancı Dil olarak Öğretimi öğretim görevlileri algı ve tutumlar yüksek öğretim

Kaynakça

  • Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. doi:10.1016/j.compedu.2004.10.013
  • Alshumaimeri, Y. A. (2008). Perceptions and attitudes towards using CALL in English classrooms among Saudi secondary EFL teachers. The JALT CALL Journal, 4(2), 29-46.
  • Aydin, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233. doi: 10.1080/09588221.2012.654495
  • Capan, S. A. (2012). Teacher attitudes towards computer use in EFL classrooms. Frontiers of Language and Teaching, 3, 248-254.
  • Carr, N. T. (2006). Computer-based testing: Prospects for innovative assessment. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (CALICO Monograph Series, Vol. 5, pp. 289–312). San Marcos, TX: CALICO.
  • Chapelle, C., & Douglas, D. (2006). Assessing language through computer technology. Cambridge: Cambridge University Press.
  • Christie, K. N. (2001). Web-based multimedia in business Italian: A longitudinal evaluation of learner experiences and attitudes. Italica, 78(4), 499–525.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Boston, MA: Pearson Education, Inc.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
  • Ekşi, G. (2012). Foreign language instructors’ computer and information literacy perceived self-efficacy: a school of foreign languages case. ELT Research Journal, 1(2), 91-108.
  • Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-32. doi:10.1080/09588220500335455
  • Higgins, C. (1993). Computer assisted language learning: Current programs and projects. In: Eric Clearinghouse on languages and linguistics. Washington DC: Eric. ED355835
  • Hubbard, P. (2009). Computer assisted language learning: Vol 1 (Critical Concepts in Linguistics). London: Routledge.
  • İnce, M. N. (2017). The analysis of EFL teachers’ perceptions of CALL and variables influential on teachers’ attitudes. Journal of Narrative and Language Studies, 5(8), 59-72.
  • Jamieson, J., Chapelle, C., & Preiss, S. (2005). CALL evaluations by developers, a teacher, and students. CALICO Journal, 22(1), 93–138. doi: 10.1558/cj.v23i1.93-138
  • Kadel, R. (2005). How teacher attitudes affect technology integration. Learning and Leading with Technology, 32(2), 26–31.
  • Kim, H. K. (2008). Beyond motivation: ESL/EFL teachers’ perceptions of the role of computers. CALICO Journal, 25(2), 241-259.
  • Lee, K. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12). Retrieved from http://iteslj.org/Articles/Lee-CALLbarriers.html
  • Mahdi, H., & Al-Dera, A. (2013). The impact of teachers' age, gender and experience on the use of information and communication technology in EFL Teaching. English Language Teaching, 6(6), 57-67. doi:10.5539/elt.v6n6p57
  • Mirescu, S. (1997). Computer assisted instruction in language teaching. English Teaching Forum, 35(1), 53-56.
  • Mustafina, A. (2015). The role of teachers’ attitudes toward technology integration in school. The Eurasia proceedings of educational & social sciences (EPESS), ICRES 2015: International conference on research in education and science. 3, 129-138.
  • Oredein, A. (2008). New technology and record keeping in educational management: Levels of secondary school principals’ computer literacy and phobia. Academic Leadership: The Online Journal, 6(4), Article 9. Retrieved from https://scholars.fhsu.edu/alj/vol6/iss4/9
  • Pokrivčáková, S. (2015). CALL and foreign language education: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. doi: 10.17846/CALL.2014.29-37
  • Pouranshirvani, M. (2015). Computer-assisted language learning takes into account individual differences. Cumhuriyet University Faculty of Science, Science Journal (CSJ), 36(3) Special Issue, 888-915.
  • Robinson, B. (1985). Microcomputers and the language arts. Philadelphia: Open University Press.
  • Stone, L. A. (1991). Task-based activities: Making the language laboratory interactive. ERIC Digest, ERIC Clearinghouse on Languages and Linguistics. Washington DC.
  • Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
  • Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Alexandria, Virginia: TESOL Inc.
  • Wiebe, G., & Kabata, K. (2010). Students’ and instructors’ attitudes toward the use of CALL in foreign language teaching and learning. Computer Assisted Language Learning, 23(3), 221–234. doi: 10.1080/09588221.2010.486577
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Dr. Hakan Demiröz

Dr. Faruk Türker

Yayımlanma Tarihi 18 Mart 2020
Yayımlandığı Sayı Yıl 2020Cilt: 9 Sayı: 1

Kaynak Göster

APA Demiröz, D. H., & Türker, D. F. (2020). EFL Instructors’ Perceptions and Attitudes towards Using CALL in Language Classrooms. Cumhuriyet Uluslararası Eğitim Dergisi, 9(1), 291-307.
 Kapak Resmi İndir

e-ISSN: 2147-1606

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