Browse Theses

This study was conducted to evaluate the perception of Computer Assisted Language Learning (CALL) within Teacher of English to speaker of other languages masters degree programs. Two groups evaluated hypothetical masters programs of study: one including CALL coursework and an identical program without CALL coursework. The literature reveals little about the extent, focus, and perception of such training. The study also identified the contribution of formal CALL teacher preparation and informal CALL teacher preparation upon attitude toward technology through use of a multiple regression test. Finally, a paired samples t-test was conducted to compare the values of formal CALL teaching preparation and informal CALL teaching preparation.

A web-based survey was completed by 108 graduates of Teacher of English to speakers of other languages masters degree programs. The data reveal that there is a significant difference in rating of the hypothetical programs reflecting a significant preference for the program which included CALL. The study also concluded that informal CALL teaching preparation contributes to attitude toward technology while formal CALL teaching preparation does not. Further it appears from other data collection that most of what people attribute to their knowledge of CALL is based upon personal experience. The literature suggests that reliance upon this kind of preparation may not best serve pedagogical needs due to distinctions between personal and pedagogical use.

A number of additional observations were made based upon individual questions and demographic information. Among these, attitude toward technology was rated extremely high, suggesting that the teacher of English to speakers of other languages professionals are very technologically confident.

The formal CALL training evaluation does not seem to differ among decades of graduation among respondents: 1965-1975, 1976-1985, 1986-1995, 1996-2005. Respondents felt their informal CALL preparation was more effective at preparing them to make decisions regarding the use of CALL. Respondents were more confident using technology for instruction than creating technology-based materials. Respondents were more confident using internet related materials for instruction than multimedia. They were least confident using audio and video related materials and teaching speaking through the use of CALL.