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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 : ______________________
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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
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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
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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.
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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.
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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.
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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.
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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
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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
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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
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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
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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
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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
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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.
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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.
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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
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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
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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).
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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?