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