Abstract:
Nowadays, CALL has been accepted as an intrinsic part of curricula both in EFL
and ESL contexts. Although ostensibly most students have the basic knowledge
of how to work with computer-related technological tools, it has been perceived,
however, that students are bereft of the necessary competencies essential to deal
with Information and Communication Technology (ICT) (Castellano, Mynard, &
Rubesch, 2011). Hence, this lack of competence might make the use of
computers a challenge for learners and educators. The present study provides
both qualitative and quantitative survey data on Iranian university students’
attitudes towards CALL. 146 university students participated in the study and 9
M.A. candidates were selected for interviews. It was revealed that learners,
despite often being hesitant about unfamiliar technological equipment, have a
rather positive attitude towards the use of computer-related technology in the
class, are willing to appreciate the pedagogical benefits of CALL and overcome
its difficulties.
Machine summary:
"Keywords: Computer-Assisted Language Learning (CALL), Students' attitude toward CALL, Information and Communication Technology (ICT), Iranian university students There has been an exponentially increasing interest in the application of computers and technology in educational milieus (Albirini, 2006; Bartsch & Cobern, 2003; Connor &Wong, 2004; Lee, 2000; Timucin, 2006).
This is a little different from key studies in the recent international context which demonstrate the fact that there are considerable questions about the ability of this so called "digital native" (Prensky, 2001) generation to adapt their undoubted social ICT skills to the educational context (for example see Bennett, Maton, & Kervin, 2008; Brown & Czerniewicz, 2010).
A considerable number of research has shown the predictive value of attitudes, demonstrating that any successful transformation in education requires, as a prerequisite, the development of positive attitudes toward the new technology (Albirini, 2006; Cox, Preston, & Cox, 1999; Hardy, 1999; Liaw, 2002; Ma et al.
Whilst negative attitudes toward computer increase anxiety, positive attitudes are deemed the best argument in favor of the technology use in education; nothing will contribute better to the quality of technology-embedded teaching/learning than the will of users (Liaw, Huang, & Chen, 2007).
132) contended that "ICT is not suitable for all purposes for all learners in all situations, and may require some considerable learner training for effective use"; it is "important to understand the nature of the technology-based activities in which young people engage" (Bennett & Maton, 2010, p."