The Effect of Computer-Assisted Autonomous Language Learning (CAALL) on Iranian EFL Learners’ Self-Efficacy and Reading Skill Development
Subject Areas : آموزش زبان انگلیسی
Mohammad Taghi Farvardin
1
*
,
Mohammad Javad Tandiseh
2
,
Seyed Foad Ebrahimi
3
1 - Department of English, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 - Department of English, Boushehr Branch, Islamic Azad University, Boushehr, Iran
3 - Department of English, Shadegan Branch, Islamic Azad University, Shadegan, Iran
Keywords: Autonomous Learning, Learners’ Autonomy, CALL, CAALL, Self-Efficacy, Reading Skill Development.,
Abstract :
This study investigated the effect of CAALL on Iranian EFL learners’ self-efficacy and reading skill development. A convenience sampling was run for the selection of the participants. A sample of 220 advanced EFL learners from four private English language institutes in Iran, participated in this study. Three instruments were used including quick placement test, self-efficacy questionnaire, and reading test. The learners’ self-efficacy questionnaire and reading test were administered to all the participants. CAAL practice was implemented by autonomous and non-autonomous teachers separately for 110 participants (an experimental group and a control group). The experimental group members received CAALL in virtual mode. They were trained by two teachers on how to be autonomous in their reading performance. For the control group members, the reading practice was executed virtually. But they did not receive the practice of CAALL. They have followed the conventional teaching of reading. The practice was presented through WhatsApp Messenger. The treatment of the study was followed for 16 ninety-minute sessions. After the instructional phase, learners’ self-efficacy questionnaire and reading test were administered to all the participants again. This study has some pedagogical contributions for EFL teachers, learners, Language teaching syllabus designers, and language teaching curriculum developers.
Aharony, N., & Bar-Ilan, J. (2018). Students’ academic reading preferences: An exploratory study. Journal of Librarianship and Information Science, 50(1), 3-13.
Alyaz, Y., & Genc, Z. S. (2016). Digital game-based language learning in foreign language teacher education. Turkish Online Journal of Distance Education, 17(4), 130-146.
Ariebowo, T. (2021). Autonomous learning during COVID-19 pandemic: Students’ objectives and preferences. Journal of Foreign Language Teaching and Learning, 6(1), 56-77.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, CT: Information Age Publishing.
Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942.
Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251.
Cahyaningati, D. T., & Lestari, L. A. (2018). The use of multimodal text in enhancing engineering students’ reading skill. International Journal of Language Education, 2(2), 65-73.
Downes, P. E., Kristof-Brown, A. L., Judge, T. A., & Darnold, T. C. (2017). Motivational mechanisms of self-concordance theory: Goal-specific efficacy and person–organization fit. Journal of Business and Psychology, 32, 197-215.
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37.
Feyzioglu, B. (2019). The role of inquiry-based self-efficacy, achievement goal orientation, and learning strategies on secondary-school students’ inquiry skills. Research in Science and Technological Education, 37(3), 366-392.
Genç, G., Kuluşakli, E., & Aydin, S. (2016). Exploring prospective EFL teachers’ perceived self-efficacy and beliefs on English language learning. Australian Journal of Teacher Education, 41(2), 53-68.
Ghufron, M. A., & Nurdianingsih, F. (2021). Flipped classroom method with computer-assisted language learning (CALL) in EFL writing class. International Journal of Learning, Teaching and Educational Research, 20(1), 120-141.
Grabe, W. (2009). Reading in a second language. Cambridge: Cambridge University Press.
Grabe, W. (2010). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
Graham, S. (2022). Self-efficacy and language learning–what it is and what it isn't. The Language Learning Journal, 50(2), 186-207.
Habibian, M., & Roslan, S. (2014). The relationship between self-efficacy in reading with language proficiency and reading comprehension among ESL learners. Journal of Education and Practice, 5(14), 119-126.
Irfan, I. (2017). The effect of task-based language teaching on students’ reading comprehension. English Education Journal, 8(1), 113-126.
Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy. Frontiers in Psychology, 13, 981844.
Jin, Y., & Harp, C. (2020). Examining preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork in a stand-alone educational technology course using flipped classroom or flipped team-based learning pedagogies. Journal of Digital Learning in Teacher Education, 36(3), 166-184.
Karimi, M. N., Zangani, E., & Fallah, N. (2019). Differential allocation of attention to meaning and form in reading comprehension for monolingual and bilingual learners of English. TESOL International Journal, 14(1), 79-90.
Kashefian-Naeeini, S., & Kouhpeyma, Y. (2020). Fostering learner autonomy in educational settings. International Journal of Multicultural and Multireligious Understanding, 7(7), 190-201.
Khansir, A. A., & Gholami Dashti, J. (2014). The effect of question-generation strategy on Iranian EFL learners’ reading comprehension development. English Language Teaching, 7(4), 41-44.
Kitsantas, A., Cheema, J., & Ware, H. W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22(2), 310-339.
Lai, C. (2017). Autonomous language learning with technology: Beyond the classroom. London: Bloomsbury Publishing.
Lai, C. (2019). Technology and learner autonomy: An argument in favor of the nexus of formal and informal language learning. Annual Review of Applied Linguistics, 39, 52-58.
Lee, S. M. (2022). A systematic review of context-aware technology use in foreign language learning. Computer Assisted Language Learning, 35(3), 294-318.
Li, L., & Yang, S. (2021). Exploring the influence of teacher-student interaction on university students' self-efficacy in the flipped classroom. Journal of Education and Learning, 10(2), 84-90.
Lim, M. H. & Aryadoust, V. (2022) A scientometric review of research trends in computer-assisted language learning (1977-2020). Computer Assisted Language Learning, 35(9), 2675-2700.
Lukhele, B. B. S. (2013). Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland. Reading and Writing, 4(1), 1-8.
Luu, M. T. L., Lian, A. P., & Siriyothin, P. (2021). Developing EFL learners’ listening comprehension through a computer-assisted self-regulated prosody-based listening platform. CALL-Electronic Journal, 22(1), 246-263.
Marandi, S. S. (2023). Virtual supremacy and electronic imperialism: The hegemonies of e-learning and computer assisted language learning (CALL). Learning, Media and Technology, 1-17.
Maro, R. K., Gusdian, R. I., & Safitri, B. F. (2020). Investigating English language education students’ reading preferences. English Review: Journal of English Education, 8(2), 323-328.
McEown, M. S., & Oga-Baldwin, W. L. (2019). Self-determination for all language learners. System, 86, 102-124.
McNamara, D. S. (2009). The importance of teaching reading strategies: Perspectives on language and literacy. The International Dyslexia Association, 3(2), 4-40.
Mezhgan, M., & Seyed, M. M. (2017). The effect of implementation of task-based language activity in reading comprehension classes of Iranian EFL learners. English Language Teaching, 10(11), 218-231.
Nasrollahi, M. A. (2014). Process of implementing critical reading strategies in an Iranian EFL classroom: An action research. International Education Studies 8(1), 9-16.
Park, M., & Son, J. B. (2022). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 320-334.
Reed, D. K., Petscher, Y., & Truckenmiller, A. J. (2016). The contribution of general reading ability to science achievement. Reading Research Quarterly, 52(2), 253-266.
Ringeisen, T., Lichtenfeld, S., Becker, S., & Minkley, N. (2019). Stress experience and performance during an oral exam: the role of self-efficacy, threat appraisals, anxiety, and cortisol. Anxiety, Stress, & Coping, 32(1), 50-66.
Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L., & Ivanova-Slavianskaia, N. (2018). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151-163.
Scherer, R., & Siddiq, F. (2015). Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior, 53, 48-57.
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517-554.
Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41-53.
Tafazoli, D., Gómez Parra, M., & Huertas-Abril, C. (2020). A cross-cultural qualitative study on students’ attitudes towards computer-assisted language learning. The Qualitative Report, 25(7), 1841-1855.
Truong, T. N. N., & Wang, C. (2019). Understanding Vietnamese college students’ self-efficacy beliefs in learning English as a foreign language. System, 84, 123-132.
Tsai, Y. L., & Tsai, C. C. (2020). A meta‐analysis of research on digital game‐based science learning. Journal of Computer Assisted Learning, 36(3), 280-294.
Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners’ self-efficacy beliefs and self-regulated learning strategies. TESOL Quarterly, 51(4), 931-947.
Zaghlool, Z. D. (2020). The impact of using CALL online writing activities on EFL university students' writing achievement. Theory and Practice in Language Studies, 10(2), 141-148.
Zare, J., & Maftoon, P. (2014). Reading strategy use and field of study: A mixed-methods study. Iranian Journal of Applied Language Studies, 7(1), 171-196.
Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23, 817-830.