CALL and the Saudi Arabian EFL Learners: An Action Research
Abstract
There is a growing consciousness to the need to know English among the Saudi Arabian peoples. This is apparent in the painstaking efforts of the policy makers in bringing in technology as an aid to teachers, institutions diverting huge funding to the field and encouraging research in the area. Learning outcomes, however, do not reflect these efforts. This study is an effort to zero in on factors that are impeding the expected proficiency of the Saudi EFL learner with special reference to the use of CALL. Having done this, the study makes pertinent recommendations with the larger aim of bringing the EFL learners to level playing ground in the global language scene. It is an Action Research carried out in the course of the researcher’s teaching tenure at Qassim University in KSA.
Keywords
Full Text:
PDFReferences
Allwright, D. (1983). Classroom Centered Research on Language Teaching and Learning: A Brief Historical Overview TESOL Quarterly, 17(2), 191-204
Beasley, R. and Riordan, L. (1981). The classroom teacher as researcher. English in Australia, 55, 36-41.
Chapelle, Carol A. (2009). The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. The modern language journal, 93, 741-53.
Cohen, L., & Manion, L. (1985). Research methods in education. London: Croom Helm.
Craig, Ch. (1988). Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press.
Duff, P. A. (1995). An Ethnography of Communication in Immersion Classrooms in Hungary. TESOL Quarterly 29(3), 505-537.
Garrett, N. (2009). Computer-Assisted Language Learning Trends and Issues Revisited: Integrating Innovation. The Modern Language Journal, 93, 719-40.
Gu, X., Wang, H., and Mason, J. (2017). A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning. The modern language journal, 20(1), 13-24
Heift, T., and Anne, R. (2012). Task-Related Variation in Computer-Assisted Language Learning. The modern language journal, 96(4), 525-43.
Ho, Sh., Hsieh, Sh., Sun, P. and Chen, Ch. (2017). Listen and Speak in Real Life Context with an AR Featured U-Learning System." System, 20(2),176-87.
Kuo, Y., Belland, B. R. and Kuo, .T. (2017). Students’ Perspectives in Collaborative Blog-Enhanced Learning Communities. System, 20(2), 37-50.
Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.
Mørch, Anders I., Engeness, I., Cheng, V. C., Cheung, W. K. and Wong, K. C. (2017). "Writing to Learn with a Knowledge-Based Design Critiquing. System. 20(2), 213-23.
Kemmis, Stephen; and McTaggart, Robin, eds. (1988). The action research planner, third edition. Victoria: Deakin University.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
DOI: https://doi.org/10.7575/aiac.alls.v.8n.2p.122
Refbacks
- There are currently no refbacks.
![Creative Commons License](http://licensebuttons.net/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' 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.