Exploring The EFI Learners' Attitudes Towards the Integration of Active Reading Software in Learning Reading Comprehension at Tertiary Level
DOI:
https://doi.org/10.52634/mier/2020/v10/i2/1345Keywords:
Technology-Enhanced Learning, Computer Software, ARS, Learner's Attitude.Abstract
The role of technology in language pedagogy and learning is significant both in EFL and ESL contexts. Educational technology facilitates language teachers to enhance their teaching practices by implementing certain strategies to assist learners to achieve their academic goals successfully. However, the adoption and effective use of technology in EFL classes depends on the positive attitudes of the learners. An attempt was made to explore EFL learners' attitude towards technology-enhanced instructions of reading comprehension at Majmaah University, Saudi Arabia. The sample consisted of 60 male EFL learners, divided into two groups. The research tools used for collecting the data were quantitative approach and an attitude scale questionnaire to explore the learners' attitude towards Active Reading Software (ARS) instruction. The experimental group received four-week treatment in the computer labs using ARS. The analysis of data showed positive attitudes of EFL learners toward Active Reading Software as a learning tool in improving reading comprehension achievement.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Imran Khan, Ainol Haryati Ibrahim, Asiah Kassim, Raja Muhammad Ishtiaq Khan
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Al Shebli, S., & Abdulla, A. (2014). Computer-Assisted Language Learning (CALL) Impact on Students' Reading Achievement and Their Attitude towards Its Use. Retrieved from https://scholarworks.uaeu.ac.ae /all_theses/270.
Alkhalaf, S., Drew, S., AlGhamdi, R., & Alfarraj, O. (2012). E-learning system on higher education institutions in KSA: Attitudes and perceptions of faculty members. Procedia-Social and Behavioral Sciences, 47, 1199-1205. doi: 10.1016/j.sbspro.2012.06.800.
Alowayr, A., & McCrindle, R. (2016). Investigation into students preferred interface on mobile devices and their pedagogic performance. Paper language learning (CALL) on EFL high school students' writing achievement. European Journal of Social Sciences, 27(2), 138-148.
Kitchakarn, O. (2015). EFL learners' attitudes towards using computers as a learning tool in language learning. Turkish Online Journal of Educational Technology, 14(2), 52-58.
Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703-723.
Machado, L. J., & Chung, C.-J. (2015). Integrating technology: The principals' role and effect. International Education Studies, 8(5), 43-53.
Martirosyan, N. M., Hwang, E., & Wanjohi, R. (2015). Impact of English proficiency on academic performance of international students. Journal of International Students, 5(1), 60-71.
Myers, B. A. (1998). A brief history of human computer interaction technology. Interactions, 5(2), 44-54.
Naqvi, S., & Al Mahrooqi, R. (2016). ICT and language learning: A case study on student-created digital video projects. Journal of Cases on Information Technology, 18(1), 49-64.
Oz, H. (2015). Investigating the relationship between foreign language learning and call attitudes among EFL freshman students. ProcediaSocial and Behavioral Sciences, 176, 1041-1049.
Peek, S. T., Wouters, E. J., Van Hoof, J., Luijkx, K. G., Boeije, H. R., & Vrijhoef, H. J. (2014). Factors influencing acceptance of technology for aging in place: A systematic review. International Journal of Medical Informatics, 83(4), 235-248.
Schneider, D., Chambers, A., Mather, N., Bauschatz, R., Bauer, M., & Doan, L. (2016). The effects of an ICT-based reading intervention on students' achievement in grade two. Reading Psychology, 37(5), 793-831. https://doi.org/10.1080/02702711.2015.1111963.
Soe, K., Koki, S., & Chang, J. M. (2000). Effect of Computer-Assisted Instruction (CAI) on Reading Achievement: A Meta-Analysis. Retrieved from https://eric.ed.gov/?id=ED443079.
Teo, T., Fan, X., & Du, J. (2015). Technology acceptance among pre-service teachers: Does gender matter? Australasian Journal of Educational Technology, 31(3), 235-251.
Tunde-Awe, B. M. (2014). Relationship between reading attitudes and reading comprehension performance of secondary school students in Kwara state, Nigeria. Review of Arts and Humanities, 3(2), 203-215.
Yang, Y.T. C., & Wu, W.C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. doi:10.1016/j.compedu.2011.12.012.
Yeh, C.C., Chang, D.F., & Chang, L.Y. (2011). Information technology integrated into classroom teaching and its effects. US-China Education Review, 6, 778-785.
Zhao. (2013). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27. DOI: 10.1558/cj.v21i1.7-27.
Zhao. (2015). The influence of learners' motivation and attitudes on second language teaching. Theory and Practice in Language Studies, 5(11), 23332339. doi: http://dx.doi.org/10.17507/tpls.0511.18.
