The Effect of Computer Anxiety and Computer Self-Efficacy on Iranian EFL Learners’ Performance in the Speaking Section of the TOEFL iBT
محورهای موضوعی : نشریه زبان و ترجمه
Khadijeh Sangi
1
(Department of English, Faculty of Humanities, Garmsar Branch,Islamic Azad University, Garmsar, Iran)
Bahram Bagheri
2
(Department of English, Faculty of Humanities, Garmsar Branch,Islamic Azad University, Garmsar, Iran)
کلید واژه: Computeranxiety, Computer-assistedtesting, Computerself-efficacy, speaking, TOEFLiBT,
چکیده مقاله :
Over the last few years, role of computers has become a controversial issue in language learning. This study was designed to examine the impact of computer anxiety and computer self-efficacy on the speaking section of the TOEFL iBT test taken by Intermediate EFL learners. The researchers intended to find out, which var- iable i.e. computer anxiety and/or self-efficacy would result in better performance in speaking section of the TOEFL iBT. Independent-Samples t-test and ANOVA were run to analyze the data. The results of the study demonstrated that computer anxiety and computer self-efficacy significantly affected the perfor- mance of Iranian EFL learners. Computer anxiety and self-efficacy, however, function differently. The computer self-efficacy was more effective on Iranian EFL learners’ performance in the speaking section of the TOEFL iBT.
Agbatogun, A. O., (2010). Self-concept, computer anxiety, gender and attitude towards interactive computer technologies: A predictive study among Nigerian teachers. International Journal of Education and Development using Information and Communication Technology, 6(2), 55-68.
Achim, N., & Al Kassim, A. (2015). Computer usage: The impact of computer anxiety and computer self-efficacy. Social and Behavioral Sciences, 172, 701- 708.
Chua, S. L., Chua, D. T., Chen A. F., & Wong, L. (1999). Computer anxiety and its correlates: a meta-analysis. Computers in Human Behavior, 15(5), 609–623.
Delcourt, M. A. B., & Kinzie, M. B. (1993). Computer technologies in teacher education: The measurement of attitudes and self-efficacy. Journal or Research and Development in Education, 27, 35-41.
Durndell, A., & Lightbody, P. (1993). Gender and computing: Change over time? Com-
puters in Education, 21, 331-336.
Embi, R. (2007). Computer anxiety and computer self-efficacy among accounting educators at Universiti Teknologi Mara (UiTM), Malaysia. Unpublished doctoral dissertation, The University of Malaysia.
Ertmer, P., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
Eysenck, M. W. (1988). Anxiety and attention. Anxiety Research, 1(1), 9–15.
Durndell, A., & Lightbody, P. (1993). Gender and computing: Change over time? Computers in Education, 21, 331-336.
Fagan, M., & Neill, S. & Wooldridge (2004). An empirical investigation into the relationship between computer self-efficacy, anxiety, experience, support and usage. Journal of Computer Information Systems, Winter 200.
Gos, M. W. (1996). Computer anxiety and computer experience: a new look at an old relationship. The Clearing House, 69(5), 271–276.
Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior, 3, 49-59.
Herdman, P. C. (1983). High tech anxiety. Management Focus, 30(3), 29-31.
McNamara, M., & Deane, D. (1995). Self-assessment activities toward autonomy in language learning. TESOL Journal, 5, 18-23.
Murphy, C. A., Coover, D., & Owen, S. V. (1989). Development and validation of the Computer Self-Efficacy Scale. Educational and Psychological Measurement, 49, 893-899.
Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. Routledge.
Nunan, D. (1988). The learner-centered curriculum: A study in second language teaching. Cambridge University Press.
Piran, N. A. (2014). The relationship between self-concept, self-efficacy, self-esteem and reading comprehension achievement: Evidence from Iranian EFL learners. International Journal of Social Sciences and Education, 5(1), 23-27.
Richards, J. C., &Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
Simek, A. (2011). The relationship between computer anxiety and computer self-efficacy, Contemporary Educational Technology, 2(3), 177-187.
Teo, T., & Koh, J. H. L. (2010). Assessing the dimensionality of computer self-efficacy among pre service teachers in Singapore: a structural equation modeling approach. Int. J. Educ. Dev. Using Information Commun. Technol, 6(3), 7-18.
Todman, J., & Lawrenson, H. (1992). Computer anxiety in primary schoolchildren and university students. British Educational Research, 18(1), 63–72.
Weil, M. M., & Rosen, L. D. (1995). A study of technological sophistication and technophobia in university students from 23 countries. Computers in Human Behavior, 11(1), 95–133.
Wood, R. E., Bandura, A., & Bailey, T. (1990). Mechanisms governing organizational performance in complex decision-making environments. Organizational Behavior and Human Decision Processes, 46, 181-201
