Attitudes of Jordanian Undergraduate Students towards Using Computer Assisted Language Learning (CALL)

Farah Jamal Abed Alrazeq Saeed


The study aimed at investigating the attitudes of Jordanian undergraduate students towards using computer assisted -language learning (CALL) and its effectiveness in the process of learning the English language.  In order to fulfill the study’s objective, the researchers used a questionnaire to collect data, followed-up with semi-structured interviews to investigate the students’ beliefs towards CALL. Twenty- one of Jordanian BA students majoring in English language and literature were selected according to simple random sampling. The results revealed positive attitudes towards CALL in facilitating the process of writing assignments, gaining information; making learning enjoyable; improving their creativity, productivity, academic achievement, critical thinking skills, and enhancing their knowledge about vocabulary grammar, and culture. Furthermore, they believed that computers can motivate them to learn English language and help them to communicate and interact with their teachers and colleagues. The researchers recommended conducting a research on the same topic, taking into consideration the variables of age, gender, experience in using computers, and computer skills.


Attitudes, Computer-assisted language learning (CALL), Undergraduate students

Full Text:



AbuSeileek, A. & AbuSa'aleek, A. (2012). Computer assisted language learning: merits and demerits. Language in India, 12(4), 23-36.

Ajzen, I. & Fishbein,M (1988). Understanding attitudes and predicting social behavior. Englewood Cliff NJ: Prentice-Hall.

Arishi, Sultan. (2016). Attitudes of students at Saudi Arabia’s industrial colleges towards computer- assisted language learning (CALL), Teaching English with Technology, 12(1), 38-52.

Cubillos, J. H. (1998). Technology: A step forward in the teaching of foreign languages? In J. Harper, M. Lively, & M. Williams (Eds). The coming of age of the profession: issues and emerging ideas for the teaching of foreign languages, (pp. 199-223). Boston: Heinle&Heinle.

Dweik, B. and Safadi, R. (2007). Computers and EFL teaching: Advantages and disadvantages. Beirut: Association of English Teachers in Lebanon.

Fatemi, M; Alishahi, M; &Esmaelzadeh, Nasib. (2015). The impact of computer assisted language learning on Iranian lower intermediate EFL learner’s speaking and listening skills and autonomy. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 8(2), 210 – 216.

Gündüz, N. (2005). Computer assisted language learning (CALL). Journal of Language and Linguistic Studies, 1(2),120-163

Kitchakarn, O. (2015). EFL Learners’ Attitudes towards Using Computers as a Learning Tool in Language Learning. The Turkish Online Journal of Educational Technology (TOJET), 14(2) 52 – 58.

Poursalehi, J., Zohrabi, M. & Zohrabi, M. (2014). The impact of computer assisted language learning (CALL) on Iranian learners’ speaking skills, International. Journal of Language Learning and Applied Linguistics World (IJLLALW), 7(3), 494 – 500.

Vanderwere, M., & Desmet, P. (2009). Introductory psychometrical validation of questionnaire in CALL research. Computer assisted language learning, 22(7), 349-380.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the '' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.