UTPSZ 19:16 (Pind.1/97)

UNIVERSITI TEKNOLOGI MALAYSIA

CATATAN: * Potong yang tidak berkenaan

** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak

berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh

tesis ini perlu dikelaskan sebagai SULIT atau TERHAD.

♦ Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana

secara penyelidikan atau disertasi bagi pengajian secara kerja kursus dan

penyelidikan atau Laporan Projek Sarjana Muda (PSM)

BORANG PENGESAHAN STATUS TESIS����

JUDUL: TEACHERS’ PERCEPTIONS OF LESSONS USING COMPUTER

ASSISTED LANGUAGE LEARNING

SESI PENGAJIAN: 2007/2008.

Saya SUMITHA MALAR VASU

(HURUF BESAR)

mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan

Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut:

1. Tesis adalah hakmilik Universiti Teknologi Malaysia.

2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan

pengajian sahaja.

3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara

institusi pengajian tinggi.

4. **Sila tandakan (���� )

SULIT (Mengandungi maklumat yang berdarjah keselamatan atau

kepentingan Malyasia seperti yang termaktub di dalam

(AKTA RAHSIA RASMI 1972).

TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan

oleh organisasi/badan di mana penyelidikan dijalankan).

���� TIDAK TERHAD

Disahkan oleh

__________________________ __________________________

(TANDATANGAN PENULIS). (TANDATANGAN PENYELIA).

Alamat tetap:

NO 348, KG MUHIBAH FASA 2B, DR. FAIZAH MOHAMAD NOR

31100 SUNGAI SIPUT (U), Nama Penyelia.

PERAK DARUL RIDZUAN.

Tarikh: ______________________ Tarikh: _____________________ 1 MEI 2008 1 MEI 2008

1 MAY 2OO8

“I hereby declare that I have read this thesis and in my

opinion this thesis is sufficient in terms of scope and quality for the

award of the degree of Bachelor of Science with Education (TESL)”

Signature : ______________________

Name of Supervisor : Dr. Faizah Binti Mohd Nor

Date : ______________________

i

TEACHERS’ PERCEPTIONS OF LESSONS USING COMPUTER ASSISTED

LANGUAGE LEARNING

SUMITHA MALAR VASU

A thesis submitted in fulfillment of the

requirements for the award of the degree of

Bachelor of Science with Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

APRIL 2008

ii

I declare that this thesis entitled

“Teachers’ Perceptions of Lessons Using Computer Assisted Language Learning”

is the result of my own research except as cited in the references.

The thesis has not been accepted for any degree and is

not concurrently submitted in application of any other degree.

Signature : _______________________

Name : SUMITHA MALAR VASU

Date : _______________________

1 MAY 2008

iii

To my beloved father Mr. Vasu S/O Vyapuri

mother Mrs. Ratha D/O Munusamy;

and sisters and brother

Mrs. Sutha Malar, Miss. Saveetha Malar, Miss. Priyatharisiny, Miss. Meerashini and

Mr. Vimalakkannan

And also to my beloved

Mr.Vanji Kumar.

iv

ACKNOWLEDGEMENT

In preparing this thesis, I was in contact with many people. They have contributed

towards my understanding and thoughts. In particular, I wish to express my sincere

appreciation neither to my thesis supervisor, Dr. Faizah Binti Mohd Nor for her

encouragement, guidance, critics and friendship. I am also very thankful to my examiners

Dr. Wan Fara Adlina Wan Mansor and Dr. Zainab for their guidance, advices and

motivation. My gratitude also goes to Assoc. Prof. Khairi Izwan Abdullah for distributing

my questionnaires to his Master students. Without their continued support and interest, this

thesis would not have been the same as presented here.

I am grateful to my beloved parents Mr. Vasu and Mrs. Ratha and my siblings who

always give me moral support. I am also very thankful to my beloved Mr.Vanji Kumar for

all the motivation he gives me when I was down. My sincere appreciation also extends to

all my friends; Malini Karuppiah, Shereena Sreetharam, and Salveen Kaur Gill, as well as

to others who have provided assistance at various occasions and for giving me moral

support. Their views and tips are useful indeed. Unfortunately, it is not possible to list all

of them in this limited space.

v

ABSTRACT

The present study was designed to investigate the teachers’ perceptions of CALL

lessons. The objectives of this study are to find out the problems faced by the teachers

when conducting CALL lessons, to identify the perceptions teachers have on such

lessons and also to investigate teachers’ perceptions of the effectiveness of the lessons

using CALL on students. Questionnaires were distributed to 16 teachers who are

currently teaching English at secondary schools in Johor Bahru. The data collected were

analyzed using qualitative data. The problems identified in using CALL lessons were

problems with facilities and problems with teachers’ attitudes. However, teachers had

positive perceptions of CALL lessons as it helps teachers to attract students’ attention in

the classroom and CALL lessons promote enhanced language acquisition.

vi

ABSTRAK

Kajian ini bertujuan untuk mengkaji pandangan guru dalam pengajaran

berbantukan komputer. Objektif utama kajian ini adalah untuk mengenal pasti masalah-

masalah yang dihadapi oleh para guru dalam menggunakan komputer dalam pengajaran

Bahasa Inggeris. Selain itu, kajian ini juga bertujuan untuk mendapatkan pandangan

guru terhadap pengajaran berbantukan komputer dan juga untuk mengenal pasti

pandangan guru terhadap keberkesanan pembelajaran tersebut terhadap para pelajar.

Satu set soal selidik diberikan kepada 16 guru yang mengajar di sekolah menengah

sekitar Johor Bahru. Data yang dikumpul telah dianalisasi. Keputusan kajian tersebut

menunjukan bahawa para guru mempunyai pandangan yang positif terhadap pengajaran

berbantukan komputer. Selain itu para guru juga telah mengaku bahawa, pengajaran

berbantukan komputer ini berkesan terhadap para pelajar. Dapatan kajian dibincangkan

dengan lebih mendalam. Cadangan-cadangan bagi kajian masa hadapan juga diutarakan

dan disertakan dalam kajian ini.

vii

TABLE OF CONTENT

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENTS iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LISTS OF FIGURES xii

LIST OF ABBREVIATIONS xiii

1 INTRODUCTION

1.0 Introduction 1

1.1 Research Background 2

1.2 Statement of Problem 4

1.3 Objectives of the Research 6

1.4 Research Questions 6

1.5 Significance of the Research 7

1.6 Scope of the Research 7

1.7 Definitions of the Terms 8

1.8 Conclusion 9

viii

CHAPTER TITLE PAGE

2 LITERATURE REVIEW

2.0 Introduction 10

2.1 Advantages of CALL 11

2.1.1 Experiential learning 12

2.1.2 Motivation 12

2.1.3 Enhanced student achievement 12

2.1.4 Authentic Materials for Study 13

2.1.5 Greater Interaction 13

2.1.6 Individualization 13

2.1.7 Independence from a Single Source 14

2.1.8 Global Understanding 14

2.2 Disadvantages of CALL 15

2.3 Teachers’ barriers to the use of CALL 17

2.3.1 Financial barrier 17

2.3.2 Availability of Computer Hardware 18

& Software

2.3.3 Technical and Theoretical Knowledge 19

2.3.4 Acceptance of Technologies 19

2.4 Smart schools in Malaysia 21

2.4.1 Teachers as facilitators of learning 22

ix

CHAPTER TITLE PAGE

3 RESEARCH METHODOLOGY

3.0 Introduction 23

3.1 Research Design 24

3.1.1 Quantitative Research 24

3.2 Research Instruments 24

3.2.1 Questionnaires 25

3.3 Respondents of Research 26

3.4 Research Procedure 26

3.4.1 Administration of Questionnaires 27

3.5 Data Analysis 28

4 FINDINGS AND DISCUSSION

4.0 Introduction 29

4.1 Respondents’ personal background 30

4.2 Basic information 33

4.2.1 Using computers in teaching 33

4.2.2 Developed software for the purposes of 33

teaching and learning

x

CHAPTER TITLE PAGE

4.2.3 Teachers’ readiness in using CALL 34

4.2.4 Purposes of using computer in teaching 35

4.3 Problems faced by teachers when conducting 36

lessons using CALL

4.3.1 Problems with facility 36

4.3.2 Problems with teachers 38

4.4 Teachers’ perceptions of lessons using CALL 40

4.4.1 Positive perceptions of teachers 40

towards CALL

4.4.2 Negative perceptions of teachers 41

towards CALL

4.5 Teachers’ perceptions on the effectiveness of CALL 43

4.5.1 Effectiveness of CALL on learners’ learning 43

process.

4.5.2 Effectiveness of CALL on teaching process 45

4.5.3 Effectiveness of CALL in literature lessons 46

4.5.4 Effectiveness of CALL in language lessons 47

4.6 Summary 49

xi

CHAPTER TITLE PAGE

5 CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion 50

5.2 Limitation of the study 51

5.3 Recommendations 52

5.4 Recommendations for future research 53

REFERENCES 54

QUESTIONNAIRES 59

xii

LIST OF FIGURES

FIGURE TITLE PAGE

Figure 1 Respondents’ Gender 30

Figure 2 Respondents’ Age Group 30

Figure 3 Respondents Teaching Experience 31

Figure 4 List of respondents’ schools 32

Figure 5 Using computers in teaching 33

Figure 6 Developed software for the purposes 33

of teaching and learning

Figure 7 Teachers’ readiness in using CALL 34

Figure 8 Purposes of using computer in teaching 35

Figure 9 Problems with facility 37

Figure 10 Problems with teachers 38

Figure 11 Positive perceptions of teachers towards CALL 40

Figure 12 Negative perceptions of teachers towards CALL 42

Figure 13 Effectiveness of CALL on learners’ learning process 43

Figure 14 Effectiveness of CALL on teaching process 45

Figure 15 Effectiveness of CALL in literature lessons 46

Figure 16 Effectiveness of CALL in language lessons 47

xiii

LIST OF ABBREVIATIONS

CALL - Computer Assisted Language Learning

TESL - Teaching English as Second Language

UTM - Universiti Teknologi Malaysia

MUET - Malaysian University English Test

MSC - Multimedia Super Corridor

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter discusses the research background, statement of the problems,

objectives of this research and the significance of this research. The research background

will discuss the development of CALL from 1950’s till the present. Several problems that

are faced by teachers are discussed in the section on statement of the problems.

2

1.1 Research Background

Computers have been used for language teaching ever since the 1960's. According

to Warschauer & Healey (1998), this 40-year period can be divided into three main stages:

behaviorist CALL, communicative CALL, and integrative CALL. Each stage corresponds

to a certain level of technology and certain pedagogical theories.

In the 1960's and 1970's the first form of Computer-Assisted Language Learning

featured repetitive language drills, the so-called drill-and-practice method. It was based on

the behaviorist learning model and as such the computer was viewed as little more than a

mechanical tutor that never grew tired. Behaviorist CALL was first designed and

implemented in the era of the mainframe and the best-known tutorial system, PLATO, ran

on its own special hardware. It was mainly used for extensive drills, explicit grammar

instruction, and translation tests (Ahmad, et al., 1985).

Communicative CALL emerged in the 1970's and 1980's as a reaction to the

behaviorist approach to language learning. Proponents of communicative CALL rejected

behaviorist approaches at both the theoretical and pedagogical level. They stressed that

CALL should focus more on using forms rather than on the forms themselves. Grammar

should be taught implicitly and students should be encouraged to generate original

utterances instead of manipulating prefabricated forms (Jones & Fortescue, 1987; Philips,

1987). This form of computer-based instruction corresponded to cognitive theories which

recognized that learning was a creative process of discovery, expression, and development.

The mainframe was replaced by personal computers that allowed greater possibilities for

individual work. Popular CALL software in this era included text reconstruction

programmers and simulations.

3

The last stage of Computer-Assisted Language Learning is integrative CALL.

Communicative CALL was criticized for using the computer in an ad hoc and

disconnected fashion and using the computer made 'a greater contribution to the process of

language learning and teaching (Kenning & Kenning, 1990: 90). Teachers have moved

away from a cognitive view of communicative language teaching to a socio-cognitive view

that emphasizes real language use in a meaningful, authentic context. Integrative CALL

seeks both to integrate the various skills of language learning (listening, speaking, writing,

and reading) and to integrate technology more fully into language teaching (Warschauer &

Healey, 1998). To this end the multimedia-networked computer provides a range of

informational, communicative, and publishing tools that are potentially available to every

student.

Malaysia intends to transform its educational system, in line with and in support of

the nation’s drive to fulfill Vision 2020. This Vision calls for sustained, productivity-

driven growth, which will be achievable only with a technologically literate, critically

thinking work force prepared to participate fully in the global economy of the 21st century.

At the same time, Malaysia’s National Philosophy of Education calls for “developing the

potential of individuals in a holistic and integrated manner, so as to produce individuals

who are intellectually, spiritually, emotionally, and physically balanced and harmonious.”

The catalyst for this massive transformation will be technology supported Smart Schools,

which will improve how the educational system achieves the National Philosophy of

Education, while fostering the development of a work force prepared to meet the

challenges of the next century.

Transforming the educational system will entail changing the culture and practices

of Malaysia’s primary and secondary schools, moving away from memory-based learning

designed for the average student to an education that stimulates thinking, creativity, and

caring in all students, cater to individual abilities and learning styles, and are based on

more equitable access. It will require students to exercise greater responsibility for their

4

own education, while seeking more active participation by parents and the wider

community.

The Smart Schools initiative is one of the seven flagship applications that are part

of Malaysia’s Multimedia Super Corridor (MSC) project. The Government of Malaysia

aims to capitalize on the presence of leading-edge technologies and the rapid development

of the MSC’s infrastructure to jumpstart deployment of enabling technology to schools.

This will be done by creating a group of 90 pilot Smart Schools by 1999 that will serve as

the nucleus for the eventual nation-wide rollout of Smart School teaching concepts and

materials, skills, and technologies. By 2010, all 10,000 of Malaysia’s primary and

secondary schools will be Smart Schools.

1.2 Statement of Problem

The government is constantly finding new ways to upgrade the standard of English

among learners and one of the ways is by adding elements of computer and technology in

English subjects. Unfortunately there are still some problems faced by teachers in

implementing CALL in classroom. They are lack of computer skills among the teachers,

teacher’s negative attitudes towards computer lessons and insufficient computer facilities

at schools.

One of the problems that are faced by teachers in using computers in language

teaching is the lack of computer knowledge among the teachers. There are certain amounts

of teachers especially senior teachers who are not trained to use computers in language

teaching. Furthermore, some senior teachers are refusing to attend courses that are

conducted by the Ministry of Education. This negative attitude of teachers causes failure of

5

adapting computer in teaching language. Professional development activities may not

provide ongoing hands-on training for teachers or practical strategies for implementing

technology into lesson plans (Jan Gahala 2001).

Besides that, teachers do not have enough time to prepare materials using

computers. To create power point, hot potatoes, web sites, flash and others, teachers need

enough time to organize and arrange those programs properly. The teachers can perform

well if they only focus on language teaching, but then the Malaysian teachers are engaged

with a lot of other activities too. Once these teachers are burdened with too many other

activities, it will automatically demotivate the teacher to put effort to create a lesson using

Computer Assisted Language Learning. According to Herschbach, 1994, teachers are does

not use technologies that require substantially more preparation time.

Moreover, the facilities that are provided by the government to each school are

insufficient. Even though most schools at present are completed with computer labs yet

teachers still cannot use the computers. This is because the computers are not fully

supported with latest updates and the lab is not suitable for language teaching. Therefore it

is hard for the teachers to integrate computer in their teaching. When teachers are trying to

use technology in their classrooms and they encounter difficulties, they need immediate

help and support. "Helping technology users while they are actively engaged with

technology at their work location is probably the most meaningful, essential and

appreciative support that can be provided," advises Brody (1995, p. 137).

6

1.3 Objectives of the Research

The objectives of the research are as follows:

1.3.1 To find out the problems faced by the teachers when conducting lessons

using Computer Assisted Language Learning

1.3.2 To identify teachers’ general perceptions of lessons using Computer

Assisted Language Learning

1.3.3 To investigate teachers’ perceptions of the effectiveness of the lessons using

Computer Assisted Language Learning on students

1.4 Research Questions

To achieve the objectives of the research, the following research questions have

been formulated. They are:

1.4.1 What problems do teachers face when conducting lessons using computers?

1.4.2 What are the teachers’ general perceptions of CALL lessons?

1.4.3 What are the teachers’ perceptions of the effectiveness of CALL lessons?