Views: 1,762
Arab World English Journal (AWEJ) Special Issue on CALL Number 10. July 2024 Pp.332-348
Department of English Language
College of Arts and Sciences, Rafha Male Campus, Northern Border University
Kingdom of Saudi Arabia
In light of the (2030) educational vision of the Kingdom of Saudi Arabia, the universities ought to provide their students with an enhanced Language Learning environment for achieving the desired learning outcomes. This study was an attempt to explore Saudia EFL students’ attitudes toward the usage of Web Enhanced Language Learning and to shed light on the problems they face. The study problem could be stated in this main question: What were EFL Taibah University students’ attitudes toward the usage of Web Enhanced Language Learning? For data collection, a 20-item questionnaire was developed and circulated online to 300 EFL first-year students at the Department of English, Faculty of Arts and Humanities, Taibah University. The data was collected and analyzed using the Statistical Package for the Social Sciences Program. The results showed that the students’ attitudes were positive toward the usage of Web Enhanced Language Learning in EFL. The findings indicated that further research was needed to scrutinize all the problems, with particular emphasis on distraction and EFL apprehension problems. The study recommended generalising the usage of Web-Enhanced Language Learning technologies in EFL learning at all Saudi universities.
Al Mukhallafi , T. R. (2024). Saudia EFL Students’ Attitudes toward the Usage of Web Enhanced Language Learning. Arab World English Journal (AWEJ) Special Issue on CALL (10). 332-348
Ahmed, S. (2015). Attitudes towards English Language Learning among EFL Learners at UMSKAL, Journal of Education and Practice, 6 (18), 6-16. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079681.pdf
Alrefaai, I. (2019). Exploring EFL Graduate Students’ Attitudes toward, and Use of, Mobile Phones in Language Learning. Arab World English Journal, Special Issue: The Dynamics of EFL in Saudi Arabia. 70-84. DOI: https://dx.doi.org/10.24093/awej/efl1.6
Alhaisoni, E. (2017). An Investigation of Saudi EFL University Students’ Attitudes towards the use of Google Translate. International Journal of English Language Education, 5(1), 72-82.DOI http://dx.doi.org/10.5296/ijele.v5i1.10696
Al Mukhallafi, T. (2014). Computer Assisted Language Learning for Learning English in Saudi Arabia, (published Doctoral dissertation).
Al-Nafisah, K. (2015). Designing a Computer-Assisted Language Learning (CALL) program and measuring its effect on Saudi EFL learner’s achievement in English. London: International Conference on eBusiness, eCommerce, eManagement, eLearning and eGovernance, 27(1), 78-87
Amiti, F. (2020). Synchronous and asynchronous E-learning. European Journal of Open Education E-Learning Studies, 5(2), 60–70. DOI. http://dx.doi.org/10.46827/ejoe.v5i2.3313
Arnold, N. & Ducate, L. (2015). Contextualized views of practices and competencies in CALL teacher education research. Language Learning & Technology, 19(1), 1–9. Retrieved from http://llt.msu.edu/issues/february2015/commentary.pdf.
Carr, N.; Crocco, K.; Eyring, J., & Gallego, J. (2011). Perceived Benefits of Technology Enhanced Language Learning. Language Learning, 41(1), 1–32.DOI: http://dx.doi.org/10.17161/iallt.v41i1.8480
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
Dağgöl, G. (2017). Language Learning Attitudes: Ingrained or Shaped In Time? International Journal of Languages’ Education and Teaching, 5 (3), 257-275. DOI: http://dx.doi.org/10.18298/ijlet.2029
Egbert, J.; Nakamichi, Y., & Paulus, T. (2002). The impact of call instruction on classroom computer use: a foundation for rethinking technology in teacher education. Language, Learning & Technology, 6 (3), 108–126.
Fernández-Carballo, M. (2021) University students’ attitudes towards the use of YouTube in the EFL Classroom. HOW, 28 (2), 141-158. DOI: https://doi.org/10.19183/how.28.2.624
Gay, L.; Mills, G. & Airasian, P. (2009). Educational research competencies for analysis and applications (9th ed.). London: Pearson Education International
Howard, J. & Scott, A. (2017). Any time, any place, flexible pace: Technology-enhanced language learning in a teacher education program. New Zealand: Australian Journal of Teacher Education, 42 (6), 51-68.DOI: http://dx.doi.org/10.14221/ajte.2017v42n6.4
Ketsman, O. (2014). A mixed methods study of foreign language teachers implementing technology-enhanced multimedia instruction. World Journal on Educational Technology, 6 (2), 158-180.
Khalili, E., & Rezvani, E. (2015). The effect of online short story reading on Iranian intermediate EFL learners’ L2 reading comprehension ability. Isfahan: Journal of Applied Linguistics and Language Research, 2 (8), 243-249.
Khoshaim, H. (2017). High school graduates’ readiness for tertiary education in Saudi Arabia. International Journal of Instruction, 10 (3), 179–194. DOI: http://dx.doi.org/10.12973/iji.2017.10312a
Krsmanović, I. (2021). Engineering Students’ attitudes towards Computer-Assisted Language Learning in EFL. Belgrade BELLS, 13 (4), 93-121. DOI: https://doi.org/10.18485/bells.2021.13.4
Kumar, R. (2011). Research Methodology: A Step-by-Step Guide for Beginners (3rd ed.). New Delhi: Sage.
Lieberman, A., & Pointer Mace, D. (2008). Teacher learning: The Key to educational reform. Journal of Teacher Education, 59 (3), 226-234. DOI: http://dx.doi.org/10.1177/0022487108317020
Manda, R. (2017). Development of web-based computer assisted language learning in English intensive course. Gorontalo: Materials Science and Engineering, 180, 1-8. DOI 10.1088/1757-899X/180/1/012291
Masadeh, T. (2021). Attitudes of University Freshman EFL Students toward Learning English as a Foreign Language. IOSR Journal of Research & Method in Education (IOSR-JRME), 11 (1), 29-40 . DOI: 10.9790/7388-1101042940
Mohamed, S. & Alian, E. (2023). Students’ Attitudes toward Using Chatbot in EFL Learning. Arab World English Journal, 14 (3) 15-27. DOI: https://dx.doi.org/10.24093/awej/vol14no3.2
Murtisari, E. (2019). Google Translate in Language Learning: Indonesian EFL Students’ Attitudes. The Journal of Asia TEFL, 16(3), 978-986 DOI: http://dx.doi.org/10.18823/asiatefl.2019.16.3.14.978
Noor, T. & Abdalla، A. (2022). Investigated Sudanese university students’ attitudes towards blended learning in enhancing EFL writing: A Case Study University of Dongloa College of Education. University of Dongola Journal for Scientific Research, 12, (23), 14-29
Rahayu, A.; Friatin, L. & Surachmat, A. (2020). Optimizing WELL (Web-Enhanced Language Learning) in Teaching Reading. JALL (Journal of Applied Linguistics and Literacy), 4 (2),13-28. DOI: http://dx.doi.org/10.25157/jall.v4i2.3893
Rosell-Aguilar, F. (2004). WELL done and well liked: online information literacy skills and learner impressions of the web as a resource for foreign language learning. ReCALL, 16 (1), 210–224. DOI: http://dx.doi.org/10.1017/S095834400400151X
Sturm, M., Kennell, T., McBride, R., & Kelly, M. (2009). The pedagogical implications of Web 2. 0. In M. Thomas (Ed.), Handbook of Research on Web 2.0 and Second Language Learning. Hershey, PA: Information Science Reference
Swinton, A. (2018). World Language Teacher Education and Web Enhanced Language Learning (WELL): How K-12 World Language Teachers Learn to Effectively Use (WELL) Technologies in The Classroom, (Unpublished Doctoral dissertation). University of North Carolina, USA.
Tuncer, C. (2009). Learning and teaching languages online: A Cognitivist Approach. Novitas Royal: Research on Youth and Language, 3(1), 60-74.
Wang, Y. & Liao, H. (2017). Learning performance enhancement using computer-assisted language learning by collaborative learning groups. Taichung: Symmetry, 9 (141), 1-16. DOI: http://dx.doi.org/10.3390/sym908014
Warschauer, M., & Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics of Web 2.0. Annual Review of Applied Linguistics, 27, 1-23. DOI:https://doi.org/10.1017/S0267190508070013
Youngs, B.; Ducate, L. & Arnold, N. (2011). Linking second language acquisition, CALL, and language pedagogy. In N. Arnold & L. Ducate (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (pp. 23-61). San Marcos, TX: CALICO Publications
Zulfikar, T.; Dahliana, R. & Sari, R. (2019). An Exploration of English Students’ Attitude towards English Learning, English Language Teaching, Educational Journal (ELTEJ), 2 (1), 1-12. DOI: http://dx.doi.org/10.12928/eltej.v2i1.947
Turki Rabah Al- mukhallafi is a Doctor of Philosophy University of Technology, Sydney, NSW, Australia Awarded: 2014 Thesis: Computer-Assisted Language Learning for Learning English in Saudi Arabia. Master Educational Studies University of Newcastle, NSW, Australia Awarded: 2008 Specialising in Second Language Acquisition. Bachelor of Arts King Abdul Aziz University Awarded: 1999 Major: English Language. Certificate of Achievement awarded by ISD-NUSA. ORCID ID https://orcid.org/0000-0002-0868-7893