AWEJ, Special Issue on CALL No.1 July, 2014
Pp.30 - 54
The Effectiveness of CALL in the Palestinian Schools
Ayyoub Deeb Ayyoub Muhalwas AlAyyouby
Hebron, Palestine
Mohammed Abd Hakim Farrah
English Department
Faculty of Arts - Hebron University – Palestine
Abstract
This study aimed at investigating the effect of CALL on primary school learners’ achievement in
reading comprehension. It also investigated the effect of CALL on the learners' attitude in four
areas: The importance of computer and Internet in learning, their attitudes toward using the
computer and Internet in learning, the role of computer and Internet is improving the learners'
language skills, and learners' anxiety towards using computers and the Internet. It also examines
whether the availability of the computer, the Internet access, and the number of hours of using
computer and Internet affect learners' attitudes and achievement. Finally, it investigates whether
gender has an effect on the achievement or attitude in using CALL. The participants of the study
are 265 EFL students of the eighth and tenth grades in Hebron; 127 females and 138 males. Their
native language is Arabic. Two schools from the four schools participating in the experiment
were chosen: one for boys and the other is for girls to form the experimental groups of 131
participants. The other two boys' and girls' schools form the control group of 134 participants.
Results of the study which were collected through pre and post questionnaires and pre and post
tests show that CALL affects EFL learners' achievement and attitudes in the four dimensions
positively. Besides, attitudes and achievement aren't affected by gender. Therefore, results
revealed that there were no statistically relationship between the attitudes of the students and
their achievement due to gender.
Keywords: Reading, motivation, CALL, anxiety, interaction
Arab World English Journal
ISSN: 2229-9327
www.awej.org
30
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Introduction
Computers and Internet play a great role in the modern way of life. No doubt that they
have changed the way people work, learn, communicate, and play. Therefore, computers and
Internet, are used by learners, teachers, and researchers “as a learning tool all over the world, as
well as by individuals at home to study, work and entertain” (Gündüz, 2005, p.195). Therefore,
the great relationship of computers with language learning is undeniable. The sensible
integration of computers and language learning can produce rewarding results in language
learning (Jayachandran, 2007). These results could be achieved by enabling learners to organize
and process their knowledge at the touch of keyboard and mouse buttons.
Therefore, there is a need for investigating and studying this new approach of learning,
especially its effectiveness in language learning.
What is CALL?
Computer Assisted Language Learning (CALL) is an educational field related to the role
of technologies in language learning. There are various different terms related to this theme like
Computer Assisted Instruction (CAI), and Computer Mediated Communication (CMC), with
delicate differences among them (Farrah & Tushyeh, 2010).
CALL is considered as a language teaching approach. Computers, which form a basis for
this approach, have been used for language teaching since the 1960's. This period -from the
1960’s until now- is divided into three main stages according to the level of technology and
pedagogical theories: behaviorist CALL, communicative CALL, and integrative CALL
(Warschauer & Healey, 1998).
Statement of the Problem
We live in the age of technology where computers lie in its core, not only in our daily life
but also in our way of teaching. Besides, there is increasingly more emphasis on integrating
various technologies into various ways of teaching. Consequently, computers are becoming more
and more an essential tool of in-class learning instrumentation, and out-of-class learning with a
great significance for what they offer in language learning. Despite CALL effectiveness and
spread, it is not widely used in the Palestinian schools. Of course there are a lot of challenges for
learners and teachers that hinder using computers, but there should be more effort towards
integrating such technologies in our new way of teaching. Therefore, the effectiveness of
integrating CALL programs in our way of learning has to be ensured beforehand to remove the
controversy which swirls around the serious integration of computers, compared to the
traditional methods and techniques of language learning. There are a number of questions that
were raised about the effects of computers, like: Can schools improve their teaching
effectiveness by implementing CALL? Shall our Ministry of Education invest more heavily in
technology for our schools? How can schools use computers beneficially? Thus, this study can
be considered as a part of this recent trend of integrating computers in language learning.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
31
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Purpose of the Study
This study attempts to serve a number of purposes. They are the following:
1. To investigate whether there is a significant difference in the attitudes between the
experimental and control group in the four areas (CALL importance, attitudes towards
CALL, language skills, and anxiety towards CALL).
2. To investigate whether there is a significant difference for the group’s attitudes due to the
use of the computer at home, having Internet access, and the number of hours used for
academic purposes.
3. To examine the effects of using CALL on the achievement of EFL students in reading
comprehension.
4. To investigate whether there is a significant difference for the group’s achievement in the
post test due to the use of the computer at home, having Internet access, and the number
of hours used for academic purposes.
5. To investigate whether there is a correlation between learners’ attitudes towards CALL
and their level of achievement in reading comprehension.
6. To find out the general attitudes of primary school EFL students towards CALL in
reading skill?
Research Questions
Thus, the present study investigates the following research questions:
1. Is there a significant difference in the attitudes between the experimental and control
groups in the four dimensions (CALL importance, attitudes towards CALL, language
skills, and anxiety towards CALL)?
2. Is there is a significant difference in the group’s attitudes due to the use of the computer
at home, and having Internet access?
3. What are the effects of using CALL on the achievement of the EFL students in reading
comprehension?
4. Is there is a significant difference for the group’s achievement in the post test due to the
use of the computer at home, and having Internet access?
5. Is there a correlation between learners’ attitudes towards CALL and their level of
achievement in reading comprehension?
6. What is the general attitude of primary school EFL students towards CALL in reading
skill?
Significance of the Study
To the best of the researchers’ knowledge, this study is among the first to be conducted in the
Palestinian context. The researchers were looking forward to coming up with conclusions that
help the teachers in the field, the Directorate of Education, and The Ministry of Education in
Palestine. The researchers aimed at providing them with some of the needed information about
the effectiveness, problems, and challenges in using CALL as a new way of learning in our
schools, especially in this technological era where computers have become widespread not only
in our schools, but also in most of our homes. Besides, their uses have expanded noticeably and
teachers can’t abandon them in many of their applications related to their job.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
32
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Literature Review
This section provides a brief historical background about CALL, the theoretical framework of
CALL, its advantages, and a literature review of some of the empirical studies that used it.
History of CALL
The use of computers started from 1930s. Large computers were used during World War
II to guide missiles and for cryptography (Last, 1992). In 1940s they were used for machine
translation. Because of the development of computers and programming in 1950s and 1960s,
linguists used computers for text analysis (Last, 1992). The Brown electronic corpus of Standard
American English which consisted of about one million words was carried out during this time
(Fotos & Browne, 2004).
During 1950s, computers were first used in learning in the USA. They had limited use in
language learning. The use of the term Computer Assisted Language Learning (CALL) was
coined around 1981 (Davies, 2003). However, it was agreed to use this term during the Teachers
of English to Speakers of Other Languages (TESOL) conference in 1983, where it was decided
to use CALL in the field of using technology in language teaching and learning (Chapelle, 2001).
Theoretical Framework of CALL
Over 30 years after the 1960s, and side by side with the development of computers,
CALL has been developing gradually. This development can be categorized into three phases:
behavioristic CALL, communicative CALL, and integrative CALL (Farrah & Tushyeh, 2010;
Warschauer, 1996). The first generation of CALL programs was based on the behavioristic
learning method, where the computer was used as a tutor with repetitive language drills
(Warschauer and Healy, 1998). CALL in this phase is based on habit formation which is based
on structural linguistics and the audio-lingual method, and its programs were considered as a
supplement to the learning process not as a replacement (Richards and Rodgers, 2001).
The second phase of CALL, communicative CALL, started in the late 1970s. It focused
on meaning rather than formal instruction (Richards & Rodgers, 2001). Supporters of the
communicative approach emphasize that activities based on computers have to concentrate on
the function of the form more than the form itself (Jones and Fortescue, 1987).
Some of the communicative CALL applications were deficient in providing the learners
with the needed feedback to improve their proficiency (Kern and Warschauer, 2000). The
criticism towards communicative CALL, and the improvement of CALL programs and
computers development, paved the way to the transmission of CALL to the third phase, i.e.
integrative CALL in the early 1990s. This phase witnessed different models of CALL programs,
which were based on a cognitive model of language learning leading to stimulating learners'
“motivation, critical thinking, creativity, and analytical skills rather than the achievement of a
correct answer or the passive comprehension of meaning” (Richards & Rodgers, 2001. p. 6);
(Healey & Johnson, 1995). Integrative CALL is the last stage where the learning process moved
to a sociocognitive view that emphasizes the use of language in an authentic context by
Arab World English Journal
ISSN: 2229-9327
www.awej.org
33
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
integrating the four skills of language learning in technology more fully into the language
learning process, in an authentic environment (Warschauer & Healey, 1998).
Advantages and Limitations of CALL:
A number of researchers discussed the advantages and limitations of CALL. First of all
Ehsani and Knodt (1998) mentioned that CALL programs enabled learners to communicate
authentically with others, and got them feel empowered and fearless of contacting others. Stepp
(2002) found that it improved the mastery of basic skills, more learner-centered process, and
contributed to the learning process. These elements contributed to critical thinking skills and
better recall. Jayachandran (2007), Steinberg, (1990), and Yaakub (1998) state that computers
help learners find and check their answers and learn from their mistakes. The immediate
feedback given by CALL programs helps them to analyze patterns in the language and increases
their motivation in learning. Thus, with CALL methods, learners learn more words with their
usage at their own pace and in their own time using their own learning strategies. Moreover,
learners also have computer literacy which helps them in future career which is considered as a
vital requirement in this technological era.
A number of researchers also discussed the limitations and disadvantages of CALL. First
of all, Gips et al. (2004), Vi (2005), Lai and Kritsonis (2006) discuss the financial barrier. Setting
up computers and its requirements and facilities are expensive. This issue forms an obstacle for
its benefits, not only for institutions but also for the learners themselves. Besides, the financial
barrier includes the cost of the training courses needed for the teachers. The use of the computer
and CALL programs requires training for both teachers and learners. Roblyer (2003), (cited in
Lai & Kritsonis, 2006), says, that if we lack the needed training and familiarity with computer
programs and applications by the students and their teachers, the benefits and aims of CALL
cannot be fulfilled. Besides, as Gündüz (2005) says, when establishing a computer laboratory, it
would be impossible for it to be renewed for many years. Steinberg (1990) cited in Yaakub
(1998) mentions other limitations related to CALL methodology. First of all, the communication
mode of CALL is visual. There is no use for physical modes, like using body language or
gestures to encourage learners to respond or to give approval or disapproval. Furthermore, CALL
programs lack flexibility in judging the learners' answers; they cannot differentiate between
similar meanings of responses. Besides, as Warschauer (1996) says, CALL programs cannot deal
with learners' response in the speaking skill like dealing with the other skills, so the learner's
speaking skills cannot be evaluated or corrected.
Empirical Studies
Various research studies have investigated the effect of CALL on EFL learners' attitudes
and reading comprehension.
Little research has been done on the effect of CALL on EFL school learners' attitudes and
achievement in reading comprehension in Palestine. One of these studies was empirical study
conducted at university level by Farrah and Tushyeh (2010). It investigated the differences in the
Arab World English Journal
ISSN: 2229-9327
www.awej.org
34
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
attitudes of the English majors towards computer anxiety, importance, use, and productivity.
Besides, it investigated the effect of using CALL on improving the reading skill. Results of the
study revealed that the participants showed improvement in their attitudes, productivity,
computer importance, reading skills and proficiency. In addition to that, the results showed that
using CALL increased the participants' improvement in reading motivation, self-confidence, and
decreased their feeling of anxiety. Similar results were shown in Faqha (2002) who found that
using CD-ROM based software had a significant positive effect on the students' achievement in
the class learning. Besides, there was no difference related to gender. Likewise, Abbas (2008)
examined the importance of utilizing modern technology in enhancing learning in general, and
English language teaching in particular. She described two experiments in the field; co-project
which was running a training course in English language teaching through videoconferencing,
and "Remedial English" course. Results showed that using technology in teaching is a favorable
thing. Besides, implementation of such projects is encouraging for the teachers to increase their
knowledge in online learning.
Many studies have been conducted in the Arab countries related to CALL and its effects
on the attitudes and achievement in reading comprehension with different results. Bulut and
AbuSeileek (2009) investigated first year students’ attitudes in the English department at King
Saud University towards CALL. Results showed that there are positive attitudes towards CALL
and the usefulness of its activities. However, the results showed that there is no relationship
between the participants’ attitudes and their achievement. In another study, Al-Jarf (2007)
investigated the effects of using the web-based course on the reading skills combined with
traditional in-class reading instruction in King Saud University. Results showed that this
combination improved reading achievement. Besides, participants reported that online reading is
useful and fun. Moreover, results showed that there was a correlation between the frequency of
using online learning and their achievement. This is in line with Marzban (2008) who
investigated the impact of using CALL on the female intermediate students’ comprehension.
Results showed that using CALL can improve the students’ quality of reading comprehension.
Finally, Ali (2004) investigated the effectiveness of using CALL to improve undergraduate Arab
learners’ reading skill in English. Results showed that CALL had a positive effect on reading.
Besides, participants who used CALL in reading had a positive impact on their achievement
regardless of their initial attitudes.
A lot of international studies have been conducted investigating CALL and its effects on
the attitudes and achievement in reading comprehension with various results. First of all, Coiro
(2008) investigated the relationship between adolescents' attitudes towards reading on the
internet, the frequency of using internet, and online comprehension achievement. Besides, she
investigated possible gender differences among 120 7th grade participants. She found that there
was a correlation between online reading attitudes and online reading comprehension ability.
Moreover, there was a correlation between frequency of using the internet and online reading
comprehension ability. Besides, she found that there were no differences related to gender in
online reading ability or Internet Likewise, Lim (2004) reported that participants had positive
Arab World English Journal
ISSN: 2229-9327
www.awej.org
35
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
attitudes towards CALL. They understood their learning atmosphere, which offered collaboration
and mutual support and interaction with interesting and useful materials and tasks. In a similar
study, Arroyo (1992) examined the effectiveness of intensive use of computers on the reading
achievement of elementary school learners. Results showed a statistically significant
improvement in the reading achievement for the experimental group. Shaver and Wise (1990)
reported that computers had an impact on early reading, and students were ready for formal
reading instruction by computers. Moreover, students showed increased motivation and self
confidence.
Methodology
This section describes the participants in the study as well as the validity and reliability of
the instruments used for the experimentation.
Participants
The participants of the study are 265 EFL students of the eighth and tenth grades; 127
females and 138 males. Their native language is Arabic. They are from four schools in Hebron,
two for boys, and two for girls. One boys’ school and one girls’ school were chosen to form the
experimental group, while the other boys’ and girls’ schools form the control group. The
experimental group was chosen upon the availability of the facilities to conduct the study. Table
3.1 shows the distribution of the participants according to the group, school, gender, and grade.
Table 1. Distribution of participants
Group
School
Gender Grade Number Total
Rushdiyyah Female 8
55
Experimental group
131
Shariyyah
Male
10
76
Zainab
Female 8
72
Control group
134
Taffouh
Male
10
62
Total
265
Experimental Group
The study was conducted at two experimental schools in Hebron after having the needed
permission to conduct the study. The first school is a governmental one named Rushdiyyah
Muhtaseb School for Girls. The participants of the study were two sections (a, b) of the eighth
grade of 55 students. They started studying English from the first grade. The researchers
approached the principal of the school and the English teacher in order to facilitate conducting
the research in the school. The researchers gave details about the research and its requirements,
the setting of CALL class, and the needed efforts for implementing the experiment as an
additional tool for teaching. Besides, Rocket Reader (see endnote (1)) application was installed
onto the teacher’s laptop, for it is the main application for reading. As an additional aid, the
researchers provided her with some video materials about CALL classes, and PowerPoint slides.
Moreover, she had some practical training classes on CALL to guide her in implementing the
Arab World English Journal
ISSN: 2229-9327
www.awej.org
36
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
experiment. The second school is a private one called Al-Shariyyah School for Boys. The
participants were two sections of the tenth grade of 76 students. They started studying English
from their first grade. The researchers chose this school because it contained the basic
infrastructure needed for running such a study. This school was provided with an up-to-date
computer lab of twenty computers all connected to one LAN, and to the Internet. In addition, the
computer lab had an LCD projector with a white screen connected to the main computer. The
final number of the participants of the two schools is 131.
Control Group
The control group schools were chosen randomly. They were as same as the experimental
schools in gender and level. The researchers chose two schools in their research for the control
group in order to make a balance between the number of males and females. The first one is
Zainab School for Girls. Two classes from the eighth grade consisting of 72 participants were
randomly selected to form the control group. They studied English from their first grade. The
second one is Taffouh School for Boys. 62 tenth grade male students at Taffouh School for Boys,
studied in two classes were selected randomly. They studied English from their first grade. All of
them form 134 male and female participants. After having the needed permission from The
Directorate of Education in Hebron, the researchers approached the principals and the two
English language teachers in the two schools, and illustrated why and how those schools were
chosen, and what their role was in the experiment. The teachers of the two schools used the
traditional way of teaching without any changes, and without using computers.
Participants Equivalency
In order to make sure that the control and experimental groups are equivalent concerning
using the computer and Internet for learning purposes learning, a t-test was carried out for the
two groups to examine their attitudes using the pre-questionnaire as seen in Table 2.
Table 2. t-test for pre-general attitudes due to group
Group Statistics
Group
Control
Experimental
N
Mean
134
130
3.50
3.50
Std.
Deviation
0.41
0.50
Independent Samples Test
Sig.
df
t
(2-tailed)
262 0.30
0.76
As shown in Table 2, there is no significant difference at (α ≤ 0.05) on pre-general
attitudes questionnaire due to the group, which means that the two groups are equivalent
concerning their attitudes towards using the computer and the Internet in learning.
Then, to investigate the equivalency of the two groups' attitudes in the four dimensions,
the researchers conducted a t-test for Equality of Means for pre-attitudes in the four dimensions.
Table 3 shows the results.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
37
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Table 3. t-test for pre-general attitudes in the four dimensions
Group Statistics
Independent Samples Test
Dimension
Group
Pre
Importance
Pre
Attitudes
Pre
Language
Skills
Control
Experimental
Control
Experimental
Control
Experimental
Pre Anxiety
Control
Experimental
N
134
130
134
130
134
Std.
Mean Deviation
3.78 0.57
3.91 0.60
3.47 0.60
3.46 0.60
3.71 0.57
130
3.74
0.77
134
130
3.53
3.66
0.88
0.87
262
-1.74
Sig.
(2-tailed)
0.08
262
0.16
0.88
262
-0.26
0.80
262
-1.25
0.21
df
t
As shown in Table 3.3, results show that there are no significant differences at (α ≤ 0.05)
between the control and experimental groups in the four dimensions. This shows that the two
groups are equivalent in their general attitudes in the four dimensions concerning using the
computer and the Internet in learning EFL.
Likewise, in order to make sure that the control and the experimental groups are
equivalent in their language competence, a t-test was carried out for the achievement in their pretest results. Table 3.4 shows the results.
Table 4. t-test for the pre-test due to group
Group Statistics
Group
Control
Experimental
N
134
131
Mean
4.45
4.66
Independent Samples Test
Std.
Deviation
1.75
2.46
df
263
t
-0.80
Sig.(2-tailed)
0.43
As can be seen in Table 4, there is no significant difference at (α ≤ 0.05) on pre-test
results due to the group, which means that the two groups are quasi-equivalent. So, considering
the pre-attitudes results and the pre-test results for the two groups which show no significant
differences, we can consider that the results of the treatment which targets the experimental
group show exactly the difference that happens and can be compared to the control group.
Attitudes Questionnaire Development and Content Validation
The questionnaire was prepared to get the quantitative data for the study. It checked the
students' attitudes towards CALL, and obtained the needed demographic data about the
participants. It was administered to the participants in the experimental and control groups before
and after conducting the study. The draft of the questionnaire was adopted and adapted from
Arab World English Journal
ISSN: 2229-9327
www.awej.org
38
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
various resources: (Awad 2010; Farrah & Tushyeh, 2010; Chudasama, et al., 2009; Osodo et al.,
2010; Despotakis et al., 2007; Bryant and Shonkwiler, 2004; Son, 1998; Howard et al., 1986;
Loyd and Gressard, 1984). The questionnaire items were categorized into under four dimensions:
computer and Internet importance, attitudes towards using computer and Internet, the role of the
computer and the Internet in improving language skills, and the participants' anxiety towards
using computers and Internet. It was given to two referees of the English Department at Hebron
University and one from the Faculty of Education at Hebron University, too. They were
requested to evaluate the suitability, clarity, and sufficiency of the items. After reviewing them,
they gave the researchers their first remarks, and their comments and suggestions were taken into
consideration (See Appendix no. 1). The final copy of the questionnaire consisted of two parts.
The first part contained demographic data with 7 items. The second part consisted of 35 items.
These items were divided into four dimensions:
1. Computer and Internet importance: it consisted of 8 items (1-8). They examined the
extent of the participants’ attitudes towards the computer and Internet importance in
learning.
2. Attitudes: it consisted of 8 items, too (9-16). They examined the participants’ specific
attitudes towards using computer and Internet in learning, the extent of enjoyment,
preference, and motivation.
3. Language skills: it consisted of 14 items (17-30). These items examined the participants’
specific attitudes towards the role of the computer and the Internet in improving their
language skills.
4. Anxiety: it consisted of 5 items (31-35). They examined the extent of the participants'
anxiety towards using the computer and Internet in learning language.
A five-point Likert scale was utilized for rating the respondents from 1= strongly disagree to
5= strongly agree (5= strongly agree, 4=agree, 3=uncertain, 2=disagree, and 1= strongly
disagree).
Reliability of the Questionnaire
The researchers conducted the reliability statistics for the questionnaire using Cronbach
Alppha Coefficient for the control and the experimental groups. The result revealed that the
Cronbach Alppha Coefficient of the questionnaire is (0.88), indicating a high degree of internal
consistency.
Reading Texts Development and Validation
Two reading texts were chosen, adapted, approved and were given to the control and
experimental groups; one at the beginning, and the other at the end of the study. These texts had
to have the same level of difficulty, and they had to meet the students’ level: the eighth and tenth
graders. The results of the questionnaires and tests were analyzed by using the SPSS Program.
Results and Discussion
The results of the questionnaire are presented first, and then they are followed by the
results of the post test.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
39
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Results of the Post Questionnaire
Question One: Is there a significant difference in the attitudes between the experimental
and control group in the four dimensions (CALL importance, attitudes towards CALL,
language skills, and anxiety towards CALL)?
First of all, the researchers investigated the effects of CALL on the experimental group’s
general attitudes after treatment. To see whether there is a significant difference at (α ≤ 0.05) in
the general attitudes between the control and experimental groups, a t-test was carried out to
analyze the answers of the post-general attitudes. The results are shown in Table 5.
Table 5. t-test for the post-general attitudes in all of thequestionnaire items due to group
Group Statistics
Group
Control
Experimental
N
130
128
Mean
3.55
3.83
Std.
Deviation
0.54
0.54
Independent Samples Test
Sig.
(2-tailed)
df
t
256
-4.19 0.001
The result of Table 5 shows that there is a significant difference between the two groups
at (α = 0.001). Their means are (Control group=3.55, Experimental group=3.83), which indicate
that using CALL affects the experimental group positively after the treatment.
Then, the researchers investigated the effects of using CALL on the experimental group’s
attitudes towards using CALL compared to the control group in the four dimensions. A t-test was
used to see the dimensions that have significant difference at (α ≤ 0.05) between them. Table 6
shows the results.
Table 6. t-test for the post-attitudes in the four dimensions due to group
Independent Samples
Group Statistics
Test
Std.
Sig.
(2-tailed)
Dimension Group
N
Mean Deviation df
t
Post
Control
130 3.53
0.72
256 -3.60 0.001
Importanc Experiment
128 3.84
0.64
e
al
Post
Control
130 3.38
0.72
256 -2.50 0.013
Attitudes
Experiment
128 3.59
0.62
al
Post
Control
130 3.68
0.66
256 -3.13 0.002
Language Experiment
128 3.94
0.68
Skills
al
Post
Control
130 3.48
0.70
256 -4.17 0.001
Anxiety
Experiment
128 3.89
0.88
al
Arab World English Journal
ISSN: 2229-9327
www.awej.org
40
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Table 6 shows that there are significant differences at (α ≤ 0.05) for all dimensions
between the control and experimental groups in their attitudes towards using CALL after
treatment.
This is in line with the literature that shows that participants have positive attitudes
towards CALL, as shown by (Farrah & Tushyeh, 2010; Bulut & AbuSeileek, 2009; Marzban,
2008; Al-Jarf, 2007; Taylor, 2006; Ali, 2004; Lim, 2004; Kramarski and Feldman, 2000; Son,
2003; Faqha, 2002; Porter, 2001; Caldrone et al., 1995; Arroyo, 1992; Shaver and Wise, 1990).
These studies concluded that CALL is useful, fun, increases the learners' reading ability,
supports comprehension, and raises their self-esteem.
The results are also in agreement with Farrah and Tushyeh (2010) who found that CALL
increases motivation and confidence and decreases anxiety. Besides, CALL has a positive effect
on the learners' attitudes towards computer's importance by improving their productivity, reading
skills and proficiency. Similarly, this is also in line with the findings of Shaver and Wise (1990)
who found that learners showed increased motivation to study and had self confidence.
Question Two: Is there is a significant difference for the group’s attitudes due to the use of
computers at home and having Internet access?
First of all, a t-test was carried out to see whether there is a significant difference for the
group’s attitudes due to using the computer at home. Table 7 shows the results.
Table 7. t-test for the post-general attitudes due to the using of computer at home
Group Statistics
Independent Samples Test
Std.
Sig.
(2-tailed)
N
Mean Deviation df
t
211
3.73
0.52
256
2.71
0.007
Using computer Yes
No
47
3.49
0.68
at home
As can be seen clearly in Table 7, there is a significant difference at (α = 0.007) for the
post general attitudes towards CALL due to using the computer at home. The means are
(Yes=3.73, No=3.49), which means that using the computer at home affects Yes group
positively. Participants who use the computer at home have more positive attitudes towards
CALL than the participants who don’t use computers at home.
Moreover, to investigate whether there is a significant difference in the participants'
general attitudes due to having Internet access at home, a t-test was carried out and the results are
shown in Table 8.
Table 8. t-test for the post-general attitudes due to the Internet access at home
Group Statistics
Independent Samples Test
Std.
Sig.
(2-tailed)
N
Mean Deviation df
t
Internet
Yes
130 3.80
0.55
256 3.01
0.003
access
No
128 3.59
0.55
Arab World English Journal
ISSN: 2229-9327
www.awej.org
41
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
As can be seen clearly in table 8, there is a significant difference at (α =0.003) in the
participants’ general attitudes towards having Internet access at home. The means are (Yes=3.80,
No=3.59), which means that having Internet access at home affects participants positively.
Participants who have Internet access at home have more positive attitudes towards CALL than
others.
Results of the Post Test
Question Three: What are the effects of using CALL on the achievement of the EFL
students in reading comprehension?
In order to find the effects of using CALL on the achievement of the EFL students in
reading comprehension, and to see whether there is a significant difference, a t-test was carried
out to analyze the answers of the post-test, as shown in Table 9.
Table 9. t-test for the post-test due to group
Group Statistics
Group
Control
Experimental
N
130
128
Mean
4.02
6.39
Std.
Deviation
2.38
2.26
Independent Samples Test
Sig.
df
t
(2-tailed)
256
-8.19 0.001
As can be seen in Table 9, there is a significant difference at (α = 0.001) due to group
(experimental and control) in their achievement after conducting the study. Their means are
(C=4.02, E=6.39) which means that the group under treatment achieved significantly higher than
the control group. This indicates that using CALL for the experimental group improves their
level of comprehension in reading more than using the traditional way of teaching without using
the computer and the Internet.
These findings are in line with the literature studies from the literature such as (Farrah &
Tushyeh, 2010; Marzban, 2008; Coiro, 2008, Al-Jarf, 2007; Taylor, 2006; Ali, 2004; Lim, 2004;
Son, 2003; Faqha, 2002; Porter, 2001; Caldrone et al., 1995; Arroyo, 1992; Shaver and Wise,
1990) that reveal the positive impact of CALL on learners' achievement. They found statistically
significant differences between experimental and control groups.
Question Four: Is there a significant difference for the group’s achievement in the post test
due to the use of computer at home and having Internet access?
First of all, in order to find out whether there is a significant difference in the post-test
results due to using the computer at home, a t-test was carried out, and the results are shown in
Table 10.
Table 10. t-test for the post-test due to the using computer at home
Group Statistics
N
Arab World English Journal
ISSN: 2229-9327
Mean
Std.
Deviation
Independent Samples Test
Sig.
df
t
(2-tailed)
www.awej.org
42
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
Computer at
home
Yes
No
211
47
5.21
5.15
2.59
2.67
AlAyyouby & Farrah
256
0.14
0.89
As can be noticed in Table 10, there is no significant difference at (α ≤ 0.05) in the posttest results due to the using of a computer at home. After making a focus group to interpret this
result, the members of the focus group came with the following indication: the presence and the
use of the computer at home do not mean that it is used in learning. Learners may use it for
various goals, for fun, playing games, watching movies and other things. So, the post-test’s
results are not necessarily affected by it.
Moreover, to find out whether there is a significant difference in the post-test results due
to the presence of Internet access at home, a t-test was carried out, and the results are shown in
Table 11.
Table 11. t-test for the post-test results due to the Internet access at home
Group Statistics
Independent Samples Test
Std.
Sig.
(2-tailed)
N
Mean Deviation
df
t
Internet
Yes
130
5.71
2.55
256
3.23
0.001
access
No
128
4.68
2.57
As can be seen clearly in Table 11, there is a significant difference at (α = 0.001) for the
post-test results due to the presence of Internet access at home. The means are (Yes=5.71,
No=4.68) which means that having Internet access at home affects participants positively.
Students who have Internet access at home have better results in the post-test than the others.
These results are in line with Porter’s 2001 study, which confirms that the Internet made
the tasks and activities of reading comprehension more efficient and effective.
Question Five: Is there a correlation between learners’ attitudes towards CALL and their
level of achievement in reading comprehension?
To investigate whether there was a correlation between the post-test and the post-general
attitudes, a Bivariate Correlation Test was carried out according to Pearson Correlation for the
Means and Standard Deviation. Table 12 shows the results.
Table 12. Bivariate Correlation Matrix Test between
the Post-Test and the Post-General Attitudes
Std.
Post General
Mean Deviation
post test Attitudes
Post Test
5.20 2.60
Pearson Correlation
1
0.292(**)
Sig. (2-tailed)
0.001
N
258
258
Post General
3.69 0.56
Pearson Correlation
0.292(**) 1
Attitudes
Sig. (2-tailed)
0.001
N
258
258
** Correlation is significant at the 0.01 level (2-tailed).
Arab World English Journal
www.awej.org
43
ISSN: 2229-9327
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
As can be seen in Table 12, there is a correlation (α = 0.001) between the post-test and
the post-general attitudes. This means that there is a direct relationship between the post-test and
the post-general attitudes. Learners who had positive attitudes towards CALL, their level of
education became better, and vice versa.
The results are in agreement with Boser et al. (1998), who confirmed that learners who
have a positive experience with computers will have positive attitudes towards the computer and
would be more interested in studying technology. However, the result is in contrast with Bulut
and AbuSeileek (2009) who found that there is no significant relationship between participants’
attitudes and their achievement.
Question six: What is the general attitude of primary school EFL students towards CALL
for learning purposes?
To answer this question, descriptive statistics of the post questionnaire were carried out.
By investigating the means of the items for the post questionnaire, the researchers noticed that
there are four items that have higher means than others, and three lower means than others (See
Appendix 2). Table 13 shows the four highest means of the questionnaire items.
Table 13. Descriptive Statistics of the post questionnaire
Mini Maxi
Std.
N
Items
N
mum mum Mean Deviation
I can access extra information more
27 easily by using the computer and
258 1.00 5.00 4.18
1.01
Internet in learning English.
Using the computer and Internet in
25
258 1.00 5.00 4.10
1.08
learning increases my creativity.
Using the computer and Internet in
9
258 1.00 5.00 4.09
1.01
learning is interesting and enjoyable.
Using the computer and Internet
21 increases my comprehension of
258 1.00 5.00 4.00
1.03
idiomatic expressions.
Table 13 shows that the items which got the highest means are: item 27 (Mean=4.18),
item 25 (Mean=4.10), item 9 (Mean=4.09), and item 21 (Mean=4.00) respectively. This indicates
that the participants think that computers are not only “interesting and enjoyable” (item 9) but
they are also beneficial in learning, noticing that (item 27) “accessing extra information” and
(item 25) “increases creativity” got the highest means, and higher than (item 9) “interesting and
enjoyable. Besides, the ninth item which asked about enjoyment is ranked the third of the highest
means, meaning that CALL is enjoyable, and enjoyment is an important element of CALL,
which provides learners with the stress-free environment they need.
These results are in line with other studies (Al-Jarf, 2007; Lim, 2004; Kramarski and
Feldman 2000) which found that learners see that online reading is useful and fun. Besides they
see that CALL helps them in doing their homework, motivates them to study and increases their
vocabulary.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
44
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Moreover, the researchers noticed that there are three items for the post questionnaire
which got means lesser than the others (see Appendix 2). Table 14 shows the least three means
of the questionnaire items.
Table 14. Descriptive Statistics of the Post Questionnaire
Mini Maxi
Std.
N
Items
N
mum mum Mean Deviation
I prefer the feedback given by the
14 computer to feedback given by
258 1.00 5.00 2.90
1.30
teachers.
I prefer reading texts by the computer
12
258 1.00 5.00 3.24
1.21
and Internet to reading printed text.
Using the computer and Internet
5
258 1.00 5.00 3.30
1.34
while doing activities saves time.
Table 14 shows that the items which got the lowest means are: item 14 (m=2.90), item 12
(m=3.24), and item 5 (m=3.30) respectively. This means that the participants think that feedback
given by the teacher is very important. The teacher not only gives feedback by judging the
learners' answers whether they are right or wrong, but also he encourages, gives hints and
gestures, and many other human actions and moves which are important for the learner, and
mean a lot for him.
Conclusion, limitations, and Recommendations
Generalization of the results of this study is limited to this population and to the
instruments used in this study. Though, the study is confined to the eighth and tenth grade
students in the second semester of the academic year 2010\2011 Rushdiyyah Muhtaseb Basic
School for Girls, and the Al-Shariyyah Secondary School for Boys in Hebron. The study is
restricted to one of the four skills of language learning which is reading comprehension. Despite
this, we can make the following conclusions and recommendations.
The findings of the study revealed that participants have positive attitudes towards
CALL, and these attitudes are affected positively after implementing CALL classes in the
schools targeted. Besides, the study confirms that CALL has a positive impact on learners'
achievement. This study can be considered as a part of the recent trend to integrate the computer
and the Internet in the schools learning instruction. It examined whether CALL can be effective
in our context.
The results of this study showed the effectiveness of using CALL’s programs in language
learning. Based on the findings of this study, the following recommendations are proposed:
1. The Ministry of Education and Higher Education should invest more in technology for
our schools. Besides, it should equip our schools with a computer lab for each school.
Our curriculum also should be developed to meet the needs of this technological era.
Moreover, there should be CALL programs that meet the curriculum needs.
2. The Directorate of Education should improve teaching effectiveness by using CALL.
There should be training courses and workshops for the teachers enabling them to
Arab World English Journal
ISSN: 2229-9327
www.awej.org
45
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
integrate computers in their teaching process. Besides, there should be a follow up system
to keep an eye on implementing these courses at schools.
3. The teachers should improve their teaching proficiency, especially English language
teachers. They should practice using computers and Internet as a supplementary tool, and
to be aware of the suitable approaches of using CALL programs.
Endnote
(1) Rocket Reader is a computer programs deals with reading and writing skills from the low to a
high critical thinking level. It follows the level of challenge according to the learner’s progress,
guiding him to the following level. Moreover, it works online and offline providing the learner
with a network class environment. It also provides the learner with a valuable feedback on his
progress saved under his login name, and his individual report. For more information check
(www.rocketreader.com).
About the Authors:
Ayyoub Deeb Muhalwas Al-Ayyouby is an MA holder in Applied Linguistics and the teaching
of English from Hebron University, with a BA from Bethlehem University in 1998 in English
language and literature. He is currently a school principal for eight years after teaching English
language for 11 years in Hebron Directorate of Education schools. He is also teaching in Hebron
University as a part-time instructor.
Mohammed Farrah is an assistant Professor of English Language Studies. He has a number of
publications in the online learning and English language teaching and presented papers in local
& international conferences. He supervised and examined a number of MA theses.
Administrative positions included Chair of the Eng. Dep. from 2009 until 2013. He is an active
member at AWEJ Journal, the Arab Society of English Language Studies, and the APETAU
Association.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
46
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
References
Abbas, I. (2008). Exploring online learning in language teaching. The First National Symposium on Quality
English Teaching: Encountering Challenges. Birzeit University.
Ali, M. A. (2004). Reading in a foreign language: effectiveness of computer-based reading instruction in
comparison to teacher-based reading instruction. First International Online Conference on
Second and Foreign Language Teaching and Research. The Reading Matrix Inc., United States.
Loughborough University. (pp. 320-376). Retrieved June 21, 2011 from:
http://www.readingmatrix.com/onlineconference/proceedings2004.html
Al-Jarf, R. (2007). Impact of blended learning on EFL college readers. IADIS International Conference eLearning. Lisbon, Portugal.
Arroyo, C. (1992). What is the effect of extensive use of computers on the reading achievement scores
of seventh grade students? ERIC Document Reproduction Service. No. ED353544. Retrieved
May 15, 2011 from:
www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED353544
Boser, R. A., Pal er, J. D. & Daugherty, M. K.
. Stude ts’ attitudes to ard tech ology i selected
technology education programs. Journal of Technology Education. 10, (1), (pp. 4-19).
Bulut, Dogan & AbuSeileek, A. F. (2009) .Learner attitude toward CALL and level of achievement in basic
language skills. Journal of Institute of Social Sciences of Erciyes University. 23, (2).
Caldrone, M. & Others (1995). Improving students' reading skills through the use of technology. ERIC
Document Reproduction Service. No. ED398539.
Chapelle, C. (2001). Computer applications in second language acquisition. Foundations for Teaching,
Testing and Research. Cambridge: Cambridge University Press.
Coiro, J. (2008). Exploring the relationship between online reading comprehension ability, frequency of
Internet use, and adolescents’ dispositions toward reading online. Paper presented at the
annual meeting of the National Reading Conference, Orlando, FL. University of Rhode Island.
Davies, G. (2003). Computer assisted language learning. Where are we now and where we are going?
NESTA
Future
Lab
learning
article.
Retrieved
July
17,
2011
from:
http://www.eduhi.at/dl/0310.pdf
Ehsani, F. & Knodt, E. (1998). Speech technology in computer-aided language learning: Strenghts and
limitations of a new CALL paradigm. Language Learning and Technology. 2, (1), 45-60.
Faqha, Q. H. Q. (2002). The effect of multimedia CD-ROM based software on English language skills of
the third grade students at private schools in Nablus area. M.A. Desertation. An-Najah National
University. Faculty of Graduate Studies.
Farrah, M. & Tushyeh, H. (2010). Enhancing the English reading and writing skills of Palestinian English
majors by using CALL. Hebron University Research Journal. 5, (2), 259-282.
Gips, A., DiMattia, P., & Gips, J. (2004). The Effect of assistive technology on educational costs: Two case
studies. In K. Miesenberger, J. Klaus, W. Zagler, D. Burger (eds.), Computers helping people
with special needs. Springer, Heidelberg. 2004. (pp. 206-213).
Gündüz, N. (2005). Computer assisted language learning. Journal of Language and Linguistic Studies. 1,
(2).
Arab World English Journal
ISSN: 2229-9327
www.awej.org
47
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Hamilton, V. (1995). Computers and reading achievement. ERIC Document Reproduction Service. No.
ED382923.
Healey D. & Johnson N. (1995). TESOL CALL interest section software list. Alexandria. VA: TESOL
Publications.
Jayachandran, J. (2007). Computer assisted language learning (CALL) as a method to develop study skills
in students of engineering and technology at the tertiary level. The Indian Review of World
Literature in English. 3, (2).
Jones, C., & Fortescue, S. (1987). Using computers in the language classroom. London: Longman.
Kramarski, B. & Feldman, Y. (2000). Internet in the classroom: Effects on reading comprehension,
motivation and metacognitive awareness. Educational Media International. 37, (3), 149-155.
Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M.
Warschauer & R. Kern (Eds.). Network-based language teaching: concepts and practice. (pp. 119). New York: Cambridge University Press.
Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second
language acquisition. National Journal for Publishing and Mentoring Doctoral Student
Research. 3, (1).
Last, R (1992). Computers and language learning: past, present and future. In C. Butler (Ed.), Computers
and written text. (pp. 227-245). Oxford: Blackwell.
Lim, K. M. (2004). EFL: Computer-assisted reading instruction. AARE 2004 Conference Papers:
Conference of the Australian Association for Research in Education. University of Sydney.
Retrieved June 12, 2011 form: www.aare.edu.au/04pap/lim04139.pdf
Loyd, B. H. and Gressard, C. P. (1984). Reliability and factorial validity of computer attitude scales.
Education and Psychological Measurement. (pp. 501-505).
Marzban, A. (2008). Using CALL in EFL reading comprehension classes. English Language Teaching
Conference, Iran.
Porter, M. E. (2001). Strategy and the Internet. Harvard Business Review. Vol. 79, No.3
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge,
England: Cambridge University Press.
Roblyer, M. (2003). Integrating educational technology into teaching. Columbus, Ohio: Person Education
Merrill Prentice Hall. Vol. 2.
Shaver, J. & Wise, B. (1990). Literacy: The impact of technology on early reading. ERIC Document
Reproduction
Service.
No.ED327832.
Retrieved
Januaru
9,
2011
from:
http://www.americanreadingforum.org/yearbook/yearbooks/91_yearbook/pdf/12_Shaver.pdf
Son, J.-B. (2003). A hypertext approach to foreign language reading: Student attitudes and perceptions.
Australian Review of Applied Linguistics, Series No. 17: Asian Languages and Computers, (pp.
91-110).
Steinberg, E. R. (1990). Computer-assisted instruction: a synthesis of theory, practice, and technology.
Hillsdale, NJ: Lawrence Erlbaum Associates.
Stepp, G. J.
. Stude ts’ perceptio s o la guage lear i g i a tech ological e iro e t:
Implications for the new millennium. Language Learning and Technology. 6, (1), 165-180.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
48
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Taylor, A. M. (2006). The effects of CALL versus traditional L1 glosses on L2 reading comprehension.
CALICO Journal. 23, 309-318.
Vi, V. T. (1995). Advantages and disadvantages of using computer network technology in language
teaching. VNU. Journal of Science, Foreign Languages. T.XXI, No.02, 2005.
Warschauer, M. (1996). Computer assisted language learning: an introduction. In Fotos S. (ed.)
Multimedia language teaching, Tokyo: Logos International. (pp. 3-20).
Warschauer, M. & Healey, D. (1998). Computers and language learning: an overview. Language
teaching. Vol. 31. (pp. 57-71). Retrieved February 5, 2010 from:
http://www.gse.uci.edu/markw/overview.html.
Yaakub, M. N. (1998). Meta-analysis of the effectiveness of computer-assisted instruction in technical
education and training. Doctoral dissertation, Virginia Polytechnic Institute and State
University.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
49
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
Appendix A
Pre and Post Attitude Questionnaire in English
بسم اه الرمن الرحيم
Number
Questionnaire
Dear student;
This questionnaire will be used for an MA thesis at Hebron University. It aims to investigate EFL
learners’ attitudes towards Computer Assisted Language Learning (CALL). You do not need to write your
name, and your answers will be used for research purposes only. Thus you are kindly requested to
respond sincerely and thoughtfully.
Thank you in advance.
Part I
Please, put a tick in the appropriate box
A. School:
B. Gender
1.
male
2.
female
C. Grade
8.
10.
D. Last year’s fi al grade i the E glish la guage:
1.
90 and above
2.
80-89
3.
70-79
4.
60-69
5.
below 60
E. Do you use a computer at home?
1.
Yes
2.
No.
F. Do you have access to the Internet at home? 1.
Yes
2.
No.
G. How many hours per week do you use the computer and navigate the Internet for academic
purposes?
1.
0
2.
1-4
3.
5-10
4.
more than 10
Part Two
Please indicate the extent to which you agree or disagree with the following statements by
putting a tick in the appropriate box using the scale given below:
1: Strongly Disagree
2: Disagree 3: Uncertain
4: Agree
5: Strongly Agree
Computer Importance
1 2 3 4 5
Using the computer and Internet in learning helps me to know more about
1
using computer.
2 Reading through the computer and Internet helps me with my English.
3 Doing activities through the computer is a valuable aid to my learning.
4 I use a computer to look for information on the Internet.
5 Using the computer and Internet while doing activities saves time.
Using online dictionaries is important for understanding the meaning of
6
new words, part of speech, and etymology of words.
I can read resources on the computer and Internet that are not available
7
elsewhere.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
50
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
8 Using the computer and the Internet in reading helps me in other fields.
Attitudes
1 2 3 4 5
9 Using the computer and Internet in learning is interesting and enjoyable.
10 The computer and the Internet enhance my independence.
11 I get more individual attention from my teacher during CALL class.
12
I prefer reading texts by the computer and Internet to reading a printed
text.
13 The computer and the Internet motivate me to study harder.
14
I prefer the feedback given by the computer to feedback given by
teachers.
15 I prefer the computerized task formats to the paper-based formats.
16 I feel that the computer and the Internet are necessary tools in education.
Language Skills
1 2 3 4 5
Using the computer and the Internet increases my understanding of the
reading texts.
18 Using the computer and Internet motivates me to read more texts.
17
Using the computer and the Internet motivates me to spend more time in
reading
20 Using the computer and the Internet helps me to develop my vocabulary.
19
21
22
23
24
25
Using the computer and the Internet increases my comprehension of
idiomatic expressions.
Using the computer and the Internet increases my challenge in solving
problems.
Using the computer and the Internet enables me to look at chunks larger
than single words.
Using the computer and the Internet increases my ability of guessing the
meaning of the new vocabulary from the context.
Using the computer and the Internet in learning increases my creativity.
26 I get more feedback by using the computer in learning English.
27
I can access extra information more easily by using the computer and the
Internet in learning English.
28 Computer programs improve my reading speed.
29 Computer programs improve my reading comprehension.
30 The computer and Internet help me to develop my critical thinking skills.
Computer Anxiety
1 2 3 4 5
31 I get nervous when I read by the computer and the Internet.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
51
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
AlAyyouby & Farrah
32 Doing my work using the computer makes me nervous.
33 I become annoyed when asked to do my assignments by the computer.
34 I hesitate to use a computer for fear of making mistakes I cannot correct.
35
I avoid using the computer and Internet because they are unfamiliar to
me.
Thank you for your time.
Arab World English Journal
ISSN: 2229-9327
www.awej.org
52
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
N
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
AlAyyouby & Farrah
Appendix B
Descriptive Statistics of the Post Questionnaire
Mini Maxi
Items
N
mum mum
Using the computer and Internet in
learning helps me to know more about
258 1.00 5.00
using computer.
Reading through the computer and
258 1.00 5.00
Internet helps me with my English.
Doing activities through the computer is a
258 1.00 5.00
valuable aid to my learning.
I use a computer to look for information
258 1.00 5.00
on the Internet.
Using the computer and Internet while
258 1.00 5.00
doing activities saves time.
Using online dictionaries is important for
understanding the meaning of new
258 1.00 5.00
words, part of speech, and etymology of
words.
I can read resources on the computer and
258 1.00 5.00
Internet that are not available elsewhere.
Using the computer and Internet in
258 1.00 5.00
reading helps me in other fields.
Using the computer and Internet in
258 1.00 5.00
learning is interesting and enjoyable.
The computer and Internet enhances my
258 1.00 5.00
independency.
I get more individual attention from my
258 1.00 5.00
teacher during CALL class.
I prefer reading texts by the computer
258 1.00 5.00
and Internet to reading printed text.
The computer and Internet motivate me
258 1.00 5.00
to study harder.
I prefer the feedback given by the
258 1.00 5.00
computer to feedback given by teachers.
I prefer the computerized task formats to
258 1.00 5.00
the paper-based formats.
I feel that computer and Internet are
258 1.00 5.00
necessary tools in education.
Using the computer and Internet
increases my understanding of the
258 1.00 5.00
reading texts.
Using the computer and Internet
258 1.00 5.00
motivates me to read more texts.
Using the computer and Internet
motivates me to spend more time in
258 1.00 5.00
reading
Arab World English Journal
ISSN: 2229-9327
Std.
Mean
Deviation
3.93
1.10
3.66
1.14
3.33
1.20
3.80
1.38
3.30
1.34
3.90
1.06
3.80
1.19
3.77
1.09
4.09
1.01
3.44
1.17
3.36
1.26
3.24
1.21
3.67
1.23
2.89
1.29
3.32
1.16
3.88
1.08
3.91
1.07
3.73
1.14
3.54
1.23
www.awej.org
53
AWEJ, Special Issue on CALL No.1 July, 2014
The Effectiveness of CALL in the Palestinian Schools
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Using the computer and Internet helps
me to develop my vocabulary.
Using the computer and Internet
increases my comprehension of idiomatic
expressions.
Using the computer and Internet
increases my challenge in solving
problems.
Using the computer and Internet enables
me to look at chunks larger than single
words.
Using the computer and Internet
increases my ability of guessing the
meaning of the new vocabulary from the
context.
Using the computer and Internet in
learning increases my creativity.
I get more feedback by using the
computer in learning English.
I can access extra information more easily
by using the computer and Internet in
learning English.
Computer programs improve my reading
speed.
Computer programs improve my reading
comprehension.
The computer and Internet help me to
develop my critical thinking skills.
I get nervous when I read by the
computer and Internet.
Doing my work using the computer makes
me nervous.
I become annoyed when asked to do my
assignments by the computer.
I hesitate to use a computer for fear of
making mistakes I cannot correct.
I avoid using computer and Internet
because they are unfamiliar to me.
Arab World English Journal
ISSN: 2229-9327
AlAyyouby & Farrah
258
1.00
5.00
3.80
1.16
258
1.00
5.00
4.00
1.03
258
1.00
5.00
3.52
1.18
258
1.00
5.00
3.59
1.07
258
1.00
5.00
3.67
1.10
258
1.00
5.00
4.11
1.08
258
1.00
5.00
3.89
1.03
258
1.00
5.00
4.18
1.01
258
1.00
5.00
3.83
1.16
258
1.00
5.00
3.85
1.04
258
1.00
5.00
3.73
1.10
258
1.00
5.00
3.68
1.19
258
1.00
5.00
3.55
1.17
258
1.00
5.00
3.74
1.26
258
1.00
5.00
3.52
1.32
258
1.00
5.00
3.94
1.28
www.awej.org
54