Attitudes and motivation in computer-assisted language learning: A case study of the use of English word power on a university English foundation programme.
Makhura, Thuli Mapule
Makhura, Thuli Mapule
Citations
Altmetric:
Abstract
The aim of the study was to explore the students’ attitudes and motivation toward the use of English Word Power (EWP); a computer-based program used for improving English language proficiency. The researcher endeavoured to gain an understanding of what the students’ expectations were toward the program, how they experienced using the program, what their views were regarding the relevance of the EWP content to their field of study and which mode of learning they preferred between EWP and face-to-face learning. The study sampled 60 students from the Information and Communication Technology’s (ICT) Foundation Programme. A mixed-methods approach consisting of qualitative and quantitative research instruments was adopted. A focus group interview was held with a sample consisting of eight students from the ICT faculty prior to their exposure to the EWP computer program. A second focus group interview was conducted with the same sample after they had been working on the program for a period of eight months. Thereafter, a Likert scale questionnaire was administered to a sample of 60 students to compare and contrast the extent to which the findings in the questionnaire were similar to or different from the focus group interviews. The study found that the majority of students believed that their language expectations were met by using the program. This was seen by the improvement in different language skills. Although the students had some challenges and concerns with using EWP, they found it to be an interesting tool for improving their English language proficiency. Most students found the content in EWP to be relevant to their field of study and finally they expressed their preference for face-to-face learning, rather than EWP. It is recommended that the use of EWP should be done through a consultative and collaborative process between Student Development and Support (SDS) practitioners and ICT lecturers and that a comprehensive program that focuses on reading, speaking and writing would best serve the students’ varied expectations and would help address their different language needs.
Description
Submitted in partial fulfilment of the requirements for the Degree Magister Technologiae: Language Practice in the Department of Applied Languages Faculty of Humanities.
Date
2017-02-01
Journal Title
Journal ISSN
Volume Title
Publisher
Tshwane University of Technology
Research Projects
Organizational Units
Journal Issue
Keywords
Attitudes, Motivation, CALL (Computer-Assisted Language Learning), Foundation Programme, English Word Power