PERCEPTION OF EFL TEACHERS OF COMPUTER ASSISTED LANGUAGE LEARNING AT ESL EDUCATION PROGRAMS IN SAUDI ARABIA
INTRODUCTION
Learning a second language is quite a challenge as some of the most popular languages in the world contain complex structures and are difficult to pronounce i.e. oriental languages such as Arabic and Chinese. It can be considered as a great intellectual challenge to some, but perhaps for the most, people want to learn new languages for practical usage in business transactions or for being fond of the culture that owns the language. There is no doubt that teachers play a great role in this type of learning as they are the ones who guides the students in achieving their goals. Teachers either teach language traditionally or with the help of technologies such as the computer, which is preferably called CALL or Computer Assisted Language Learning. CALL is useful in a sense that it is capable of performing three phases that would be difficult in traditional language teaching. For instance, in terms of behavior, “a computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback” (1996). Moreover, in terms of communication, it allows and encourages students to generate original utterances rather than just manipulate prefabricated language. It is also more integrative with the help of the emergence of multimedia computers and the Internet (1996). However, it can be said that there is a lack in promoting the use of new technologies to teachers. Much research shows that teacher-education technology courses and programs have a limited impact on how teachers think about and implement technology-supported teaching (1996; 1996). They basically show that such programs are not too convincing for teachers to change their practice. According to (1998), teachers alter their practice and belief when enough evidences on positive impact are presented. But, since they do not perceive that there is sufficient evidence of any positive effects of technology-enhanced teaching, many teachers may not change their practice to incorporate technology (2002).
RESEARCH PROBLEMS
Teachers are the ones who should use CALL if ever such a technology is available. It is this sole logical reason on why their perception is important in the effectiveness of CALL implementation. The research problem that will be explored in this study is their perception on this technology specifically if they view it as something that would benefit their teaching or something that will just go in their way.
The research questions to be answered in the study are the following:
1. Is CALL adopted widely as part of curriculum at language schools in Saudi Arabia?
2. Do language teachers use CALL as a tool or a tutor?
3. Do language teachers have a positive view on the use of computer in the class?
4. What factors affect teachers’ views on CALL teaching (e.g. gender, the level of experience, teaching style)?
5. Do learners hold positive views on the use of computer in language learning?
6. In what way the communicative approach oriented syllabus design set up to accommodate CALL as its integral part? Or is CALL regarded as supplementary in the syllabus? What are the teacher’s perspectives of this matter?
7. Do teachers use CALL because there are instructional items that can be best facilitated by the computer, or do they use the computer because there are requirements imposed by the institution they work for?
SIGNIFICANCE OF THE STUDY
The study will be a significant endeavor in identifying the compatibility of CALL with the ESL teachers who are using it. Through this study, various barriers in the use of CALL can be identified and further action can be taken to prevent these barriers.
METHODS AND PROCEDURES
The study will be exploratory in nature as it will try to collect the views and perceptions of Saudi Arabian ESL teachers on using CALL as a method for their teachings. The study will also review various literatures related with the study to be able to have sufficient idea on how teachers in Saudi Arabia and around the world perceive CALL.
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