Students' and instructors' attitudes toward the use of CALL in foreign language teaching and learning

Computer Assisted Language Learning

Volumn 23, Issue 3, 2010, Pages 221-234

  Wiebe, Grace ^a   Kabata, Kaori ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

Author keywords

Effectiveness of CALL; Instructor goals; Learner attitudes; Student perceptions

Indexed keywords

EID: 77953316032     PISSN: 09588221     EISSN: 17443210     Source Type: Journal    
DOI: 10.1080/09588221.2010.486577     Document Type: Article

References (19)

1. Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.
2. Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15(3), 241-249.
3. Christie, K.N. (2001). Web-based multimedia in business Italian: A longitudinal evaluation of learner experiences and attitudes. Italica, 78(4), 499-525.
4. Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445-459.
5. Conole, G. (2008). Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2), 124-140.
6. Coryell, J.D., & Chlup, D.T. (2007). Implementing e-learning components with adult English language learners: Vital factors and lessons learned. Computer Assisted Langugage Learning, 20(3), 263-278.
7. Field, M.H. (2002). Toward a CALL pedagogy: Student uses and understanding. In P. Lewis (Ed.), The changing face of CALL. A Japanese perspective (pp. 3-17). Lisse: Swets and Zeitlinger.
8. Heller, I. (2005). Learner experiences and CALL-tool usability 7 Evaluating the Chemnitz Internet Grammar. Computer Assisted Language Learning, 18(1-2), 119-142.
9. Holmes, B. (1998). Initial perceptions of CALL by Japanese university students. Computer Assisted Language Learning, 11(4), 397-409.
10. Hwu, F. (2003). Learners' behaviors in computer-based input activities elicited through tracking technologies. Computer Assisted Language Learning, 16(1), 5-29.
11. Jamieson, J., Chapelle, C., & Preiss, S. (2005). CALL evaluations by developers, a teacher, and students. CALICO Journal, 22(1), 93-138.
12. Kabata, K., & Wiebe, G. (under revision). Normalization or fossilization of CALL: The state of CALL after 30 years.
13. Kadel, R. (2005). How teacher attitudes affect technology integration. Learning and Leading with Technology, 32(2), 26-31.
14. Kang-Mi, L., & Shen, H.Z. (2006). Integration of computers into an EFL reading classroom. ReCALL, 18(2), 212-229.
15. Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15-45.
16. Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6(1), 165-180.
17. Wiebe, G., & Kabata, K. (2006, May). Comparison of students' and instructors' perceptions of Japanese CALL. Paper presented at the CALICO Conference 2006 in Honolulu, Hawaii. Retrieved April 28, 2010, from https://calico.org/p-322-%20....html
18. Wiebe, G., Kabata, K., & Okamoto, M. (2008). Changes to students' and instructors' perception of novel technologies in foreign language teaching situations. 2008 Hawaii International Conference on Arts and Humanities (HICAH) Proceedings (pp. 3471-3475). Retrieved April 28, 2010, from http://www.hichumanities.org/proceedings_hum.htm
19. Wiebe, G., & Law, D. (2005, August). Comparison of teacher-learner perceptions of the use of instructional technologies in language learning. Paper presented at EuroCALL 2005, Krakow, Poland.