CALL and EFL learning

The concept of CALL, which refers to the application of computer techniques and methods in language learning and teaching (Gamper & Knapp, 2002), was first

introduced in the PLATO project in America in the 1960s (Marty, 1981). CALL is interdisciplinary, developing with innovations in other fields synchronously, such as instructional technology, technology-supported interaction, and psychology (Parmaxi et al., 2013).

CALL is related to language learning and teaching that happens in the

environment with the technological support of computers, the Internet and new media (Gamper & Knapp, 2002). With the rapid development of the Internet and digital devices, CALL has been applied to language learning and teaching as an important approach (Thomas, Reinders, & Warschauer, 2012; Zhang, 2012). This study investigates university EFL students’ perceptions of and engagement in a Chinese CALL context, which is used as a newly emerging learning approach for students to

develop their language abilities and knowledge in an autonomous context. The concept of CALL is also used as a learning context in the research design to cover four strains of theoretical constructs.

CALL has been viewed as an effective tool for helping teachers and students obtain optimal language learning outcomes. Existing studies have noticed the successful integration of CALL into traditional in-class language learning (e.g., Almekhlafi, 2006; Grgurovic, Chapelle, & Shelley, 2013; Hazaea & Alzubi, 2016; Lim & Shen, 2006; Son, 2018; Watkins & Wilkins, 2011; Wu, Yen, & Marek, 2011). It has been accepted by language learners and teachers, and been treated as an

increasingly important tool for language development in modern society (Haryati, 2018; Hsieh, Wu, & Marek, 2017; Fan, 2011; Morino, Lopez, & Ono, 2017). In this study, the effects of CALL on promoting Chinese EFL students’ language learning are extensively reviewed to highlight the various research focuses or aspects in (e.g., CALL and autonomous learning, digital EFL learning materials, online interactive learning). The review was intended to map the broad research terrain on the topic and serve as a point of departure for the present this study by way of identifying a research gap, and hopefully added more information on CALL and its practical employment to literature.

In a study conducted in the United Arab Emirates (Almekhlafi, 2006), a total of 83 elementary-prep school EFL students were divided into experimental groups and

control groups for investigation of the effects of CALL in the classroom. Data were collected and analysed via ANOVA and a questionnaire. The study found that students perceived ICTs as a useful tool in their in-class English learning. They also indicated that they would continue to use CALL in their future learning. The study shows that CALL can be successfully integrated into traditional English learning in the classroom. EFL students are acquainted with the use of CALL as a facilitator to help them achieve their learning goals. Considering it was a study focusing on young EFL students in a Middle-East country, the current one employs the use of CALL in a Confucian heritage country, and investigates its use in a university context among adult EFL students.

Another study focused on English-major students in a university in Taiwan investigated the effectiveness of the flipped classroom model through using online written and oral interaction on the enhancement of EFL learning and teaching in the classroom (Hsieh, Wu, & Marek, 2017). A mixed research method was employed for data collection through instruments of pre- and post-tests, two questionnaires, in-class observations, and semi-structured focus groups. Results of the study indicated that online flipped classrooms could motivate students’ learning, as well as help them improve language knowledge. It highlighted the successful integration of CALL into in-class EFL learning and teaching. CALL benefited both students’ learning outcomes, and their learning experience. To better understand CALL contextualized in a Chinese university context, this study investigates the use of CALL from students’

perspectives through in-depth individual interviews. This helps gain more

context-specific data on students’ perceptions and employment of the new learning approach to develop their EFL abilities and knowledge.

Besides its use in the classroom, CALL is also found to be an effective

supplement to its traditional counterpart for developing students’ language abilities and knowledge after class (Al-Jarf, 2004; Arifani, Rosyid, & Husniah, 2018; Lai & Gu, 2011; Liu, 2012; Zou, Li, & Li, 2018). It has been recognized as a different approach, a less formal one from the traditional in-class one (Alshammari, Parkes, & Adlington, 2017; Hung et al., 2010; Zhang et al., 2004). It has also been observed that CALL is accepted by increasing numbers of teachers and students as a routine and formal approach for after-class EFL learning and teaching around the world (e.g., González López, 2018; Huang & Hung, 2013; Hwang, 2018; Mazman & Usluel, 2010; Miyazoe & Anderson, 2010).

For examining the use of online technologies in promoting students’ language learning outside the classroom, a case study was conducted in Hong Kong (Lai & Gu, 2011). A total of 279 university foreign language learners participated in the study. An online survey and semi-structured interviews were adopted for data collection. Results revealed learners had various considerations when selecting tools for after-class online language learning, including both external variables, such as the length of study, accessibility of the tool, and internal variables, including digital

literacy, their perceived effectiveness and efficiency of the tool. Investigating EFL students’ selection of learning resources and their preferences through making a comparison between these factors and findings of the current study can encourage the future design and creation of learning contents for an autonomous learning approach, which is one of the focal points of this study.

To investigate students’ perceptions of CALL as a tool for EFL learning outside the classroom, Huang and Hung (2013) focused on the use of discussion forums. A group of 17 university students in Taiwan participated. An attitude survey and a reflective questionnaire were used for collecting data. It was found that online learning was treated by EFL students as a beneficial tool for their language development, which could strengthen mutual scaffolding among peer students. It shows that online language learning can create a space for students to have more opportunities for exposure to language learning. EFL students’ peer interaction is also investigated in this study, for finding out its influence on involved students’ language development. The current study is enlightened by Huang and Hung’s argument (2013) that enhanced learner interaction may be of importance to EFL learning in a CALL context, which may not be easily achieved by the traditional approaches to teaching and learning. This will be further examined in the study (see Chapter 6 & 7).