Algerian EFL University Teachers' Attitudes towards Computer Assisted Language Learning: The Case of Djilali Liabes University

Autor/inn/en	Bouchefra, Miloud; Baghoussi, Meriem
Titel	Algerian EFL University Teachers' Attitudes towards Computer Assisted Language Learning: The Case of Djilali Liabes University
Quelle	In: International Journal of Education and Literacy Studies, 5 (2017) 2, S.132-139 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Foreign Countries; Computer Assisted Instruction; English (Second Language); College Second Language Programs; Teacher Attitudes; Affective Objectives; Cognitive Objectives; Behavioral Objectives; Predictor Variables; Adoption (Ideas); Intention; Questionnaires; Access to Computers; Faculty Development; Technology Uses in Education; Educational Practices; Algeria + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Kognitives Lernziel; Prädiktor; Ideas; Ideenfindung; Fragebogen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungspraxis; Algerien
Abstract	Computer Assisted Language Learning (CALL) is still groping its way into Algerian English as a Foreign Language (EFL) classroom, where Information Communications Technologies (ICTs) are defined in terms of occasional use of computers and data projectors for material presentation in the classroom. Though major issues in the image of the lack of training and absence of facilities are clearly apparent, stakeholders' attitudes are a decisive aspect that needs to be mapped out if we are to alter the current situation. Thus, the present work aims at investigating EFL university teachers' attitudes towards CALL at Djilali Liabes University (western Algeria). The current work is a cross-sectional descriptive study that explores teachers' attitudes across the three domains (affective, cognitive, and behavioural) and investigates other related aspects that may help indicate teachers' likelihood to adopt CALL in the future. The results are promising as the investigated population not only demonstrated a clearly positive attitude towards CALL but also manifested a number of signs that indicate their likelihood to adopt CALL in the future if circumstances are favourable. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01