Ipa ESL Learners\' Attitudes Order

IPA ESL LEARNERS' ATTITUDES

Order ID: Doctoral: ESL Programming

The Relationship Between IPA ESL Learners' Attitudes Toward Using Language

Computer Programs and Their Overall Achievement Levels

A student's positive attitude and motivation has often been found to be one of the most critical factors for learning success within computer-assisted language learning (CALL) environments. Several factors may influence such attitudinal levels toward CALL, including the student's attitude toward computer-assisted learning in general vs. traditional lecture classroom learning; the specific type of CALL program used, such as Longman Interactive and Dynamic English; and the instructor's attitude toward CALL. The Institute of Public Administration (IPA), a governmental organization responsible for training and development of government employees and young Saudi high-school graduates, must thus determine the best way to impact students' attitudes and motivation in order to meet its established goals and objectives to maximize success in learning English as a second language (ESL). This study will investigate the reasons why IPA students are not appropriately using nor learning from the institute's CALL program.

Introduction

Educational institutions that are mandated to provide the most successful results in ESL language acquisition, must continually research and innovate programming to ensure they are maximizing the learning environment. It has been recognized for some time that a student's positive attitude and high degree of motivation is essential for learning optimization (Warschauer, 1996; Gilbert, 2001). It has also been found that computer programming can be an effective learning tool for second language learning. When effectively integrated, CALL technologies can support experiential learning and practice, provide valuable input to students, enhance pair and team work, enhance exploratory and global knowledge, further student achievement, increase access to reliable materials, increase interaction, personalize instruction, and motivate learners (Lee, 2000; Warshauer & Healey, 1998). For example, Sullivan and Pratt (1996) findings supported previous research that demonstrated positive effects for the use of networked computers in writing classrooms. The statistical tests of Tanner and Landon (2009) revealed that such computer programming had a significant effect on learners' perception of pausing and word stress and controlled production of stress, even with limited time spent in this self-directed environment. Based on such studies, it is possible to theorize that the students' motivation plays a significant role in successful ESL learning and that, if utilized successfully, computer-programming can enhance students' motivation to learn a second language.

However, it is also known that certain factors will enhance or impede the students' motivation to use CALL, such as the instructors' interest in technology for teaching Egbert & Nakamichi, 2002). Langone et al. (1998) found that even when schools had a specific curricula that integrated technology, there were still barriers by teachers. Lam (2000) noted that the top-down implementation of technology by administration and senior staff may make teachers resent and avoid its utilization. He added that concern regarding legitimacy of the computer as an effective educational tool has an influence on teacher adoption. He suggested that language teachers are not technophobes, as some believe, but do not incorporate technology because institutions and programs fail to notice the importance of training teachers and matching their goals with the tools they wish to use. Differences in acceptance and adoption of technology also occur in students, with some being more accepting of computer-aided learning than others. According to Na (2001), male students frequently have more confidence in computer technology than females. It is also known that students have different learning styles (VanZile-Tamsen & Livingston, J.A., 1999; Sankaran et al., 2000). There is thus a need to match course formats with students' attitudes and learning strategies to enhance learning performance.

The Institute of Public Administration offers a variety of different three-year programs in banking operations, office management, accounting, sales, and marketing. English is an obligatory course for these programs. Therefore, the students must first study English for one academic year, and can only graduate with a successful completion. After graduation from the English instruction, they may enroll in their majors, where English is used as the main language for communication and textbook content.

To develop and enhance the learners' proficiency in English, IPA spends significant funds on the use of English language computer programs. However, the outcomes have not been as expected or as desired. The students in the ESL programs are not effectively utilizing CALL, plus it appears they have negative attitudes toward this instructional approach. Consequently, the ESL teachers are not satisfied with the students' ultimate performance. What is unknown, however is why the students have such a negative attitude toward the CALL approach. This is one of the main objectives of the proposed study.