i

TITLE PAGE

EXTENT OF AVAILABILITY AND UTILIZATION OF COMPUTER ASSISTED

LANGUAGE LEARNING (CALL) BY ENGLISH LANGUAGE TEACHERS IN

SECONDARY SCHOOLS IN NSUKKA EDUCATION ZONE

A PROJECT REPORT PRESENTED TO THE DEPARTMENT OF ARTS

EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE

DEGREE OF MASTER OF EDUCATION IN LANGUAGE EDUCATION

(ENGLISH)

BY

UKOHA OZIRI EVELYN

PG/M.ED/05/39775

DECEMBER, 2010

ii

DECLARATION

I hereby declare that this project contains the report of my research work and has not

been presented in any previous application for a higher degree. Information from other

sources has been acknowledged by means of references.

Ukoha Oziri Evelyn

iii

DEDICATION

This work is dedicated to my beloved children, husband, Prof. Pius Ukoha and the

students of Arts Education, University of Nigeria, Nsukka.

iv

CERTIFICATION

Ukoha, Oziri Evelyn, a post graduate student of the Department of Arts Education, with

registration number PG/M.ED/05/39775, has satisfactorily completed the requirements

for course and research work for the award of degree of master of Education in Language

Education. The work embodied in this project is original and has not been submitted in

part or full for any other diploma or degree of this or any other university.

_____________________ __________________

Head of Department Supervisor

_____________________________

External Examiner

v

APPROVAL PAGE

This project has been approved for the Department of Arts Education, University of

Nigeria, Nsukka.

By

____________________ __________________

Dr. P.N. Uzoegwu Internal Examiner

Supervisor

___________________ __________________

External Examiner Prof. U.C. Umo

Head of Department

_____________________________

Dean of Faculty

vi

ACKNOWLEDGEMENTS

The Lord has done it again. To Him be the Glory. It wasn’t easy, but His Grace brought

me to this point.

I am sincerely indebted to my able supervisor, Dr. Mrs. P.N. Uzoegwu for her

guidance, criticisms, remarks and encouragement throughout this study.

I will not forget to specifically thank my content reader, Dr. J.U. Akabogu and the

design reader, Dr. V.N Nwachukwu for their magnanimous assistance during the

correction period.

I feel highly indebted to Prof. U.C. Umo, the head of Department of Arts

Education. She is my mentor. Her encouragement made this work to be less difficult.

Remain blessed. My special thanks go to all my friends who assisted me in one way or

the other during this research. May God bless you all (Amen).

I also appreciate my typists, Ogechi and Azuka for their patience in correcting

and re-typing this work to the final stage.

I appreciate Dr. G.T.U. Chiaha who assisted me immensely in critical times.

Remain blessed. I am equally indebted to Eugene Ukaegbu who helped me in the

analysis. I cannot thank you enough.

I am also grateful to my dear children Oluebube, Chidimma, and Uzondu for their

understanding and endurance. And finally, I am exceedingly grateful to my beloved

husband, Prof. Pius O. Ukoha, whose unquantifiable assistance and support propelled me

to this stage. God will continue to bless you (Amen).

Ukoha O. Evelyn

vii

ABSTRACT

This study examined the extent of availability and utilization of computer assisted

language learning (CALL) by English Language teachers in secondary schools in Nsukka

Education Zone. The success of integrating computer assisted Language Learning

(CALL) in teaching and learning English Language depends heavily on the availability of

computers for use in schools and computer literate teachers who can use computer in the

classroom for effective teaching and learning. A descriptive survey research design was

used. The researcher designed a structured questionnaire to gather information from

respondents. Descriptive statistics and t-tests were used to analyze the questionnaire data.

Result obtained revealed lack of computers in the schools studied also barriers to

technology use and teachers low level of computer awareness. It also revealed the extent

teachers are aware of the use of computer in the teaching of English language. The

researcher concluded with recommendations to facilitate the use of computer assisted

Language Learning in the teaching and learning of English Language to enhance students

performance in English Language.

viii

TABLE OF CONTENTS

Title page … … … … … … … … i

Declaration … … … … … … … … ii

Certification … … … … … … … … … iii

Dedication … … … … … … … … … iv

Acknowledgments … … … … … … … … v

Abstract … … … … … … … … … vi

Approval page … … … … … … … … vii

Table of contents … … … … … … … … viii

List of tables … … … … … … … … … ix

List of Appendices … … … … … … … … x

CHAPTER ONE: INTRODUCTION… … … … … … 1

Background of the Study … … … … … … … 1

Statement of the Problem … … … … … … … 10

Purpose of the Study … … … … … … … … 11

Significance of the Study … … … … … … … 11

Scope of the Study … … … … … … … 12

Research Questions … … … … … … … … 13

Hypotheses: … … … … … … … … … 13

CHAPTER TWO: REVIEW OF RELATED LITERATURE … 14

Conceptual framework … … … … … … … … 14

Conceptual of computer assisted Language Learning (CALL) and internet … 14

Advantages of CALL in Teaching and Learning of the English Language … 17

Problems militating against CALL utilization in English Language

teaching and learning … … … … … … … … 21

Ways computer can be used in English language teaching and learning … 25

Theoretical framework … … … … … … … 28

Behaviorist theory in CALL … … … … … … … 28

Communicative theory on CALL … … … … … … 30

ix

Empirical Studies … … … … … … … … 31

Summary of Review of Related Literature … … … … … 34

CHAPTER THREE: RESEARCH METHOD … … … … 36

Design of the Study … … … … … … … 36

Area of the Study … … … … … … … … 36

Population for the Study … … … … … … … 37

Instrument for Data Collection … … … … … … 37

Validation of the Instrument … … … … … … … 38

Reliability of the Instrument … … … … … … … 38

Method of Data Collection … … … … … … … 39

Method of Data Analysis … … … … … … … … 39

CHAPTER FOUR: RESULTS … … … … … … 41

Research Question I … … … … … … … … 41

Research Question II … … … … … … … 42

Research Question III … … … … … … … … 44

Research Question IV … … … … … … … … 44

Hypothesis 1… … … … … … … … … 45

Hypothesis 2 … … … … … … … … … 46

Summary of the major findings… … … … … … … 47

CHAPTER FIVE: DISCUSSION OF RESULTS,

EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS

AND CONCLUSIONS

Discussion of Results … … … … … … … … 49

Conclusion … … … … … … … … … … 52

Educational Implications of the findings of the study … … … 52

Recommendations … … … … … … … … … 52

Suggestions for further research… … … … … … … 53

Summary … … … … … … … … … 53

x

REFERENCES… … … … … … … … … 55

Appendices … … … … … … … … 61

A Questionnaire

B Validator’s comment

C. Name of schools and number teachers

D. Reliability analysis

xi

LIST OF TABLES

Table 1: Mean and standard deviation of respondents on the Extent

of teachers Awareness on the use of computers in teaching English … 42

Table 2: Mean and standard deviation of respondents on the Extent of

availability of computers for use in teaching the English language … 43

Table 3: Mean and standard deviation of respondents on the Extent

of teachers who are computer literate … … … … 44

Table 4: Mean and standard deviation of respondents on how competent

the English teachers are in computer software in teaching … 45

Table 5: t-test analysis for hypothesis one … … … … … 46

Table 6: The t-test analysis of the difference between the mean scores of teachers

in Nsukka Education Zone with regards teachers who use computer … 47

1

CHAPTER ONE

INTRODUCTION

Background of the Study

English language has become one of the most important Languages in the world. It is

widely used in all areas of human endeavour, nationally and internationally. The global use of

English Language is found in television programmes and in the internet. There are more

websites made in English than in other language. Realizing the importance of English, many

people have taken it as a second Language. Since English speaking countries are very

important part of global economy and its advancement, other political and country leaders

must either learn English or find someone who understands English to interpret for them.

Therefore, politics is one arena where English is important. The English Language according

to Obanya, (1982) fills a huge communication gap. It helps to facilitate contact between

Nigerians of diverse Language groups. The English language is the first Language on the

school curriculum; hence it is regarded as a core subject. A credit in the English Language is

considered compulsory for the award of many of the country’s certificates. According to

Ahmed (1999) the English Language is an indispensable Language of communication in

Nigeria at both personal, national and international levels.

However, the teaching of English Language is associated with a lot of problems.

It takes a long time to learn a new grammar system and thousands of new words. It also

takes a lot of practice to develop listening, speaking, reading and writing skills in a new

Language. English Language is taught everyday in schools time table and students’

performances at the examinations are still not satisfactory, Ahmed (1999).

2

The National Policy on Education (NPE) (2004), in Nigeria emphasizes that children

should be properly taught. The policy is also of the opinion that teaching and learning in

Nigeria should lead to students’ acquisition of skills and competencies geared towards solving

their problems and that of the society.

The situation of general poor performance in English Language spreads through all

levels of Nigeria’s educational ladder including primary, secondary and post-primary

institutions (Keston 1999). In the view of Osunde and Ogiegbaen in the West African

Examination Council Chief Examiner’s Report (2005), student’s poor performance in English

Language is a long standing one. Annual reports from the West African Examination

Councils (WAEC) (2005) reveal woeful performances from students who have made

enrolment for the English Language examination a yearly ritual. It is worrisome to note that

the performance of these students have continued to deteriorate year after year in English

Language despite all stake holder’s effort. The West African Examination Councils (WAEC)

reports reveal that most candidates who take the Senior School Certificate Examination

(SSCE) lack foundation in English grammar and usage. This implies that they are not well

taught by their teachers.

The situation is pathetic, as a lot of factors may be responsible for the poor

performance in the English Language examinations. One of these factors is the traditional

content /knowledge oriented curriculum, which is still very much practised today. Teachers

seem to have clung fast to the old fashioned ways and have refused to embrace the new trend

of the total curriculum experience of the modern teacher. A modern teacher is a teacher who

has seen the need to incorporate computer assisted language learning material in teaching

and learning process. Onwuka, (1988) had criticizes the content /knowledge –oriented

3

curriculum like the one practiced by the teachers of the English Language. Such curriculum

does not go beyond merely imparting knowledge to the students. Teachers have to go by the

new technology, that is the use of computer in teaching and learning for a better performance.

A computer is an electronic device that accepts and stores input data and process the

data and produces outputs as a result of step by step set instructions. Woherem,(2004) asserts

that computers are marked by accuracy of results, speed in operation and versatility in

operations; it has found application in all areas of life. However, the slow pace of both

computer acquisition and literacy is having profound negative effect in secondary schools and

other organizations. According to Anigbogu (2002), the word computer is a house hold name

in modern technology in the developed countries in the world, but in Nigeria, the technology

is still sounding strange to many people. According to Mccormick (1993) computers can be

used to diversify, develop and improve the pedagogical relation of teaching and learning.

The computer is a technological innovation under the control of stored programme that can

perform some of the intellectual role of man even beyond man capability, (Bada et al 2009).

Reith (1993) defines computer as an electronic device which stores information on disc or

magnetic tape; analyses it and produces information as required from the data on the tape.

Adekomi (2001) defines computer as a combination of related devices capable of solving

problems by accepting data, performing described operations on a data, and supplying the

results of these operations.

Computers, irrespective of type and size have five basic parts namely, input unit,

memory units, Control Units (CU) Arithmetic and Logic Units (ALU) and output units. Both

ALU and CU are joined into one piece of hardware known as the Central Processing Unit

(CPU) which is the brain of the computer. According to Adekomi (2001), the primary

4

functions of computers are inputting and storing information, processing information and

outputting information. Innovations appearing today indicate that the world is dependent on

computer technology (Ajibade, 2006) computer is a great learning tool for both young and

old. According to Baugher (1999). In Language, a computer can present words to be spelt,

sound to be made, instructions to be followed.

Computer can be used to evaluate students’ performance and direct students

backward, forward, and sideways for appropriate learning activities, (Bada, 2009). Other

potentials of computer in instruction identified by Abimbade (1997) are as follow:

• Computer helps students to learn at their own pace.

• It produces significant time saving over conventional classroom instruction.

• It allows student’s control over the rate and sequence of their learning.

• It gives appropriate feedback.

• It promotes individualized instructions.

• It provides a more positive affective climate especially for slower learners.

• It provides appropriate record-keeping and thereby monitors student’s progress.

• It gives more information to teachers.

• It motivates students.

The success of the integration of computer into the teaching and learning of English

Language depends mostly on the level of awareness by the teachers and the actual utilization

of computer in the classroom. The use of computer in teaching and learning is important.

Therefore, the awareness and usage of computer by teachers of English Language right from

secondary school become necessary, (Fakeye 2010).

5

Most researches by experts reveal lack of computers for use in schools. English

Language being a core subject, will need adequate availability of computers for all teachers

and students, hence the awareness of computer usage to teachers and its availability is very

important. Several strategies have been proposed and adopted over the years which have

helped in one way or the other but have not led to improved performances of students in

English Language. (Fakeye, 2010) went further to report that the availability of computer and

its connectivity to the internet tend to non-existence in virtually all the schools. The level of

use of computer for teaching depends on the availability of computer. Anigbogu (2003 opines

that not being aware of what computer can do limits teacher’s ability to desire the use of

computers even when they have serious problems beyond the competence of conventional

technologies. Bluhim (1987) opines that educational administrators were scarcely aware of

the use of the technology as a tool for decision-making. Training is needed if the potential

impact of ICT in educational organizations is to be realized.

Therefore, the benefits of computer can only be enjoyed by a computer literate

population, that is, teachers, students and the public. In a bid to achieve this, the federal

government made computer education one of the subjects to be offered in both junior and

senior secondary schools (Federal Republic of Nigeria, 1998). Moreover, in May 2000, the

minister of science and technology introduced Fit it -yourself (FIY) computer assembly kits to

be used in both secondary schools and tertiary institutions (Ayeoyenikan, 2000). Since its

introduction, there have been relatively few studies on the level of teacher awareness and

extent of utilization of teachers and computer use.

Computer awareness refers to the ways in which computers may have an impact on

education. Computer awareness programmes familiarizes the students/ teachers with

6

computer technology and the basic principles on which computer works including some

elementary basic programming (Yusuf, 1998a).

There is need to examine teachers’ awareness of the extent of utilization of computer

such as in instructional delivery process (e.g the use of computer –assistant language

learning). In modernized world, almost every aspect of people’s life is affected in some ways

by computer. The development of Information Technology (IT) has spread through the

application of computers in learning process, which is generally known as Computer Assisted

Learning (CAL). A computer is used for the sake of facilitating people in learning, such as

learning language. Computer is only a tool and a medium. Hence, its ability to perform is

dependent on the users. In this case, the computer is an intermediary, it is merely a part of the

entire learning process, (Hartoyo, 2008). Presently, many articles have been written about the

role of computer in English learning. Yet not many schools make use of computers for some

reasons, it is obvious that Nigeria / Nsukka Education Zone have entered a new information

age and there should be a link between computer and English language learning.

Computer - Assisted Language Learning (CALL) is an approach to Language

teaching and learning in which computer technology is used as an aid for presentation,

reinforcement and assessment of material to be learned, usually including substantial

interactive elements.

Computer Assisted Language Learning (CALL) studies the role and the use of

Information and Communication Technologies (ICT) in second language learning and

teaching. Computer Assisted Language Learning (CALL) programme presents a stimulus to

which the learner must respond. The stimulus may be presented in any combination of text,

still lineages, sound and motion video. The learner responds by typing at the keyboard,

7

pointing and clicking with the mouse, or speaking into a microphone. The computer offers a

feedback, indicating whether the learner’s response is right or wrong, and in the more

sophisticated call programme, attempting to analyze the learner’s response and to pinpoint

errors.

There is no objection that computer Assisted Language Learning (CALL) has come

of age because computers have been a feature of teaching and learning of English Language

as a second Language (ESL) since the 1960’s in a higher education and since the early 1980’s

in secondary education. The rapid growth in the use of ICT in ESL in the 1980s led to the

foundation of the two leading professional associations; CALICO (USA) in 1982 and

EUROCALL (Europe) in 1986, both of which continue to thrive and now forms part of the

world CALL umbrella association. Early CALL favoured an approach that drew heavily on

practices associated with programmed instruction. This was reflected in the term computer

Assisted language Instruction (CALI), which originated in the USA and was in common use

until the early 1980s when CALL became the dominant term. Throughout the 1980s CALL

widened its scope, embracing the communicative approach and a range of a new technologies,

especially multimedia and communication technology. Source:

htpp://wwwi.atefl/.org.p1/call/j soft27.htm. Retrieved January 10th, 2011). For many years,

foreign language teachers have used the computer to provide supplementary exercise. In

recent years, advances in computer technology have motivated teachers to reassess the

computer and consider it a valuable part of daily foreign language learning. Interactivity is a

crucial strength of the new technology. The computer is interactive by virtue of the fact that

the user can gain control over learning and therefore becomes an active participant in learning

process. Interactivity also allows the instant feedback from the computer. The interactivity of

8

computer makes it especially suited for implementing learner- centred teaching method.

Warschauer (1998) asserts that computer makes any information needed widely and easily

available irrespective of distance, computer is indeed a motivator to teaching and learning.

However, this current study is interested in finding out the extent of availability and

utilization of computer Assisted Language Learning (CALL) by English teachers in secondary

schools in Nsukka Education Zone.

The use of computer is predicted to the motive intentions to use them. These motive

intentions will be influence by the beliefs of the users about the usefulness and ease of use.

(Ajzen, 1988). According to (Davis, 1989) asserts that teachers behaviour use or reject

computer is determined by his intention to perform such behaviour i.e negative or positive

subjective norms. This implies perceived social pressures from parents, educational reforms,

and students. The presence of motivated teachers having a positive attitude towards the

consequences or outcomes of computer use, results in a higher rate of usage.

To improve professionally does not only motivate but helps teachers to keep up to date

with new and effective practice in teaching and learning process. Spark (1990) is of the

opinion that the conventional teaching techniques often conflict with the new instructional

strategies introduced in any educational system. Ajzen (1988) opines that those with positive

attitude towards the use of computer in education behave differently from colleagues with a

less positive attitude. The information age is advancing rapidly and teachers will have to

prepare and equip themselves with relevant knowledge and skills in the information

technology related area i.e the use of computer in the teaching and learning of the English

language.

9

However, there are teachers who are still using the traditional method of teaching

which is basically teacher centered. Students are passive listeners while the teachers actively

do the talking alone in traditional method. The learners are undoubtedly cheated because they

are expected to be involved in the teaching and learning process which is lacking in the

traditional teaching method.

The student, who actually wants to learn English language, needs to take charge of

his/her own language learning instead of just passively listening to the teacher. The student

must be able to carry out a plan for developing the language skills whether the teacher is there

or not. This can be done more effectively through the use of computer which assists learning

with ease. In the digital era, the development in various aspects of computer technology has

gone beyond imagination and expectation. Computer has a lot of application in the field of

education; it is useful in the teaching and learning processes. Computer literacy is very much

needed for teachers as well as learners. Computer improves both teaching and students’

valuable connections with teachers, other schools and a wide network of professionals around

the globe . Creating computer awareness for teachers is essential. The availability and

utilization of computers in schools is another important factor to consider if there must be any

meaningful benefit in the use of computer to teach.

Gender influence is also of importance in research on computer assisted language

learning (CALL). This is because gender differences, with lower female participation, are

widely documented for both science and technology and computer assisted language learning

(Markert, nd., Haynie 1999, Davis, Ng., Nyhus, & Sullivan, nd, Rajagopal, 2003) in Mudasiru

(2005). Computers are usually linked with English and thus vast majority of teachers using

computer are likely to be male teachers. Teachers of other subjects who use the computer as a

10

learning tool are more likely to be men than women (Culley, 1988). Even as early as age six

or seven boys are likely to dominate over girls when mixed sexes are working on computer,

(Mudasiru, 2005). This is also reflected in secondary schools and on computer degree courses

(Kikpatrick & Cuban, 1998, Siann & Durndell,1988).

The study is therefore designed to find out the extent of availability and utilization of

computer assisted language learning (CALL) by English language teachers in secondary

schools in Nsukka Education Zone.

Statement of the Problem

In this contemporary age where the society has gone digital and computerized, it is

surprising that teachers still use the traditional method of teaching the English language in

most secondary schools. This method is the type that the teacher actively do the talking alone

with the chalkboard and the students passively listen whether learning is talking place or not.

There has been consistent decline in students' performance in the Senior School Certificate

Examination (SSCE) and West African Examination Councils (WAEC) probably because of

the methods teachers use in the teaching of the English language.

In this information age, computer has made a triumphant entry into education in the

past decade, it has brought significant benefits to teachers and students alike. The search for

an appropriate teaching of the English language has been on for many years and computer has

been proven very useful in this regard.

The use of computer for better teaching remains impeccable. The English language

teachers are teaching everyday as stipulated on the school time- table. At –times students are

being engaged in Extra –Mural Classes, yet the performance of students in the English

language remains poor. The situation in Nsukka which is a university town seems the same.

11

There has been a world –wide demand for a re-orientation of teaching and learning towards

greater use of ICT facilities. The successes of such demand, however, depends largely on the

level of awareness of computer use by English language teachers, computer availability and

its actual use in classroom instructions.

The problem of this study, therefore, is to find out how the inclusion of computer

assisted language learning materials could influence positively the teaching and learning of

English language in secondary schools in Nsukka Education Zone.

Purpose of the study

The purpose of this study is to find out the extent of availability and utilization of

Computer Assisted Language Learning (CALL) by English language teachers in Nsukka

Education Zone. The study specifically seeks to examine teacher’s awareness of the use of

computer in teaching the English language, the availability of computer for use in teaching

the English language, availability of teachers who are computer literate, teachers’ competence

in computer software.

Significance of the study

The significance of this study cannot be overemphasized as many researchers in the

fields have made useful observations towards its impacts on the fields of education and other

human endeavour. Hung, (2007) asserts that the use of computer has improved students’

writing skills, Shams (2006) examined the use of computerized pronunciation practice as a

tool in the reduction of foreign language anxiety. The result showed that the students who

practised with computer did experience significant improvement in the quality of their

pronunciation. The diffusion and use of computer in education is very important because it

will lead to improvement in teaching and learning process. In developing nations, ICTs have

12

brought a technological reduction whose utilizations and production have been somewhat

limited but whose potentials diffusion hold a great promise in accelerating the performances

of both the teachers and students in our educational system. The internet and the rise of

computer –mediated communications in particular have reshaped the uses of computers for

language learning. With CALL, teachers are not the source of information any more, but act

as facilitators so that students can actively interpret and organize information they are given,

fitting it into prior knowledge (Dole, et al 1991).

Besides the above theoretical significance of CALL provided by experts, there is

practical significance that this study will proffer. The study seeks to spur the government to

make effort in providing computers for use in schools for teaching and learning. The

government will also see the need to training teachers to be computer literate. Moreover, the

outcome of this study will sensitize both teachers and students to make use of computers for

better academic performance.

Scope of the study

The study is concerned with the extent of availability and utilization of computer

assisted language learning (CALL) by English language teachers. The study is limited in

terms of geographical scope to state secondary schools in Nsukka Education zone. The

content scope focuses on the extent of teachers awareness of use of computers in teaching the

English language, the availability of computer for use, availability of teachers who are

computer literate, teachers competence in computer software.

13

Research Questions

The following research questions directed this study

1) What is the extent of awareness of teachers on the use of computer in teaching English

as a second languages?

2) To what extent are computers available for use in the teaching of the English

language?

3) To what extent are teachers who are computer literate available?

4) How competent are English language teachers in computer software for teaching?

Hypotheses:

1) There will be no significant gender difference in the mean responses of teachers in

their awareness of the use of computers in teaching the English language

2) There will be no significant difference in the mean responses of teachers who use

computer in teaching the English language and those who do not use computer on the

level of computer literacy skills.

14

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter deals with the review of related literature. The literature is reviewed

under the following headings:

Conceptual framework, theoretical framework, empirical studies and summary of related

literature.

Conceptual framework

Concept of computer assisted language learning (CALL) and internet

Advantages of CALL in English language teaching and learning, problems militating against

CALL utilization in English language teaching and learning .

Ways computers can be used in English language teaching and learning.

Theoretical framework

Behaviorist theory on CALL

Communicative theory on CALL

Integrative theory on CALL

Empirical studies

Summary of literature review

Conceptual framework

Concept of CALL and internet

Computer technology has made tremendous progress in the world of communication

to benefit people. One of the benefits of computer has been to help teachers and students in

teaching and learning process. Many teachers have used computer –assisted language learning

(CALL) to facilitate their teaching activities and students improvement in their performances.

15

Computer –assisted language learning (CALL) means computer assisted learning which is

implemented to language. The utilization of the computer is mainly directed to make

provisions to a language learning tutorial program (Hartoyo, 2008). CALL has also been

known by several other terms such as technology enhanced language learning (TELL),

computer –assisted language instruction), (CALI). Lee (2000) states that CALL originates

from computer –accelerated instruction (CAI) a term that was first view as an aid for teachers.

The philosophy of CALL puts a strong emphasis on student- centered lessons that allow the

learners to learn on their own using structured or unstructured interactive lessons. These

lessons carry two important features: bidirectional (interactive) learning and individualized

learning. CALL is a tool that helps teachers to facilitate language learning process. CALL can

be used to reinforce what has been learned in the classroom (Harmer, 2007). According to

(Jeremy 2007) CALL can be used as remedial to help learners with limited language

proficiency.

Since the early 1960’s, researchers studied potential advantages of using computer as

teaching-learning tools. Berner, (1993) asserts that computer assisted instruction has

improved the teaching and learning process in the academic area. Stepp-Greany (2002),

evidenced that computer assisted language learning (CALL) offered and innovative and

effective alternative for language educators, particularly, the improvement in performance

was widely investigated.

Computer assisted language learning (CALL) is an aprpaoch to teaching and learning

in which the computer and computer based resources such as internet are used to present,

reinforce and assess material to be learned.

16

Internet

The advent of the internet and the wide spread of technology around the globe create

new opportunities for language learning. Since most of the internet content is in English, the

teachers of English gain access to the enormous variety of authentic materials in all spheres of

life at almost no cost. Internet activities vary considerably, from online versions of software

(Where the learner interacts with a networked computer), to computer –mediated

communication (where the learner interacts with other people via the computer), to

applications that combine these two elements. Nowadays, websites that cater to foreign –

language learners, especially those learning English, are so numerous and varied that it can be

very difficult to determine where to begin. Computer –mediated communication (CMC) has

been around in one form or another since the 1960’s but only became widely available to the

general public since the early 1990’s CMC comes in two forms : asynchronous (such as email

and forums) and synchronous (such as text and voice chat). With these, learners can

communicate in the target language with other real speakers cheaply, 24 hours a day. Learners

can communicate one-on-one or one to many as well as share audio and video files, so, CMC

has had the most impact on language teaching. Animated graphics for illustrating meanings

and speech production may both educate and entertain. Source: www.u/um.nl/998.htm.

Random and rapid access allows the instant retrieval of vocabulary and grammar

explanation. It also contributes to easy learner control and recycling of materials. The

computer’s ability to store and manipulate data also makes it possible to keep scores, log

errors and track learner performance. The consistency and patience of the computer is not

only crucial for learning by association and repeated exposure. The possible ill-effects of an

17

over-bearing human teacher, the patient and interactive computer can provide a very user-

friendly and learner-centered learning environment.

Advantages of CALL in Teaching and Learning of the English Language

Many educators indicate that the current computer technology has many advantages

for second language learning . The following are the advantages as stated by many experts:

Interest and motivation: Classical language teaching in classroom can be monotonous,

boring, and even frustrating, and students can loose interest and motivation in learning. CALL

programmers can provide students ways to learn English through computer games, animated

graphics, and problem-solving techniques which can make drills more interesting

(Ravichadran 2000)

CALL allows learners to have non-sequential learning habit; they can decide on their

own which skills to develop and which course to use, as well as the speed and level by their

own needs.

A compatible learning style: Students have different style of learning, and an incompatible

style for students will cause serious conflicts to them. Computer can provide an exciting

“fast” drill for one student and “slow” for another.

Optimal use of learning time: The time flexibility of using computer enables students to

choose appropriate timing for learning. Winter (1997) in Kilickaya (2007) stresses the

importance of flexible learning , learning anywhere, anytime, anyhow, and anything you

want, which is very true for the web-based instruction and CALL. Learners are given a chance

to study and review the materials as many times they want without limited time.

Immediate feedback: Students receive maximum benefit from feedback only if it is given

immediately. A delayed positive feedback will reduce the encouragement and reinforcement,

18

and a delayed negative feedback affect the crucial knowledge a student must master .

Computer can give instant feedback and help the student ward off his misconception at the

very first stage. Brown (1997) in Kilickaya (2007) listed the advantage of CALL as giving

immediate feedback, allowing students at their own pace, and causing less frustration among

students.

Error analysis: Computer database can be used by teacher to classify and differentiate the

type of general error and error on account of the influence of the first language. A computer

can analyze the specific mistakes that students made and can react in different way from the

usual teacher, which make students able to make self –correction and understand the principle

behind the correct solution. (Ravichandran, 2007).

Guided and repetitive practice: Student have freedom of expression within certain bounds

that programmers create, such as grammar, vocabulary, etc. They can repeat the course they

want to master as many as they wish. According to Ikeda (1999) in Kilckaya (2007), drill-type

CALL materials are suitable for repetitive practice, which enable students to learn concepts

and key elements in a subject area.

Pre-determined to process syllabus: Computer enhances the learning process from a pre-

determined syllabus to an emerging or process syllabus. For example, a monotonous paper

exercise of ‘fill-in-the- blanks’ type can be made more exciting on the screen in the self-

access mode, and students can select their own material. Therefore, CALL facilitates the

synthesis of the pre-planned syllabus and learner syllabuses “through a decision-making

process undertaken by teacher and learners together,” (Breen1986 in Ravichandran, 2000).

Experiential learning: The World Wide Web makes it possible for students to tackle a huge

amount of human experience. In such a way, they can learn by doing things themselves. They

19

become the creators not just the receivers of knowledge. As the way information is presented

is not linear, users develop thinking skills and choose what to explore.

Motivation: Computers are most popular among students either because they are associated

with fun and games or because they are considered to be fashionable. Student motivation is

therefore increased, especially whenever a variety of activities are offered, which make them

feel more independent.

Enhanced student achievement: Network based instruction can help pupils strengthen their

linguistic skills by positively affecting their learning attitude and by helping them build self-

instruction strategies and promote their self-confidence.

Authentic materials for study: All students can use various resources of authentic reading

materials either at school or from their home. Those materials can be accessed 24hours a day

at a relatively low cost.

Greater interaction: Random access to Web pages breaks the linear flow of instruction. By

sending E-mail and joining newsgroups,. EFL students can communicate with people they

have never met, they can also interact with their own classmates. Furthermore, some Internet

activities give students positive and negative feedback by automatically correcting their on -

line exercise.

Individualization: Shy or inhibited students can be greatly benefited by individualized,

student -centered collaborative learning. High fliers can also realize their full potential

without preventing their peers from working at their own pace.

Independence from a single source of information: Although students can still use their

books, they are given the chance to discover thousands of information sources. As a result,

their education fulfils the need for interdisciplinary learning in a multicultural world. Global

20

understanding of a foreign language is studied in a cultural context in a world where the use

of the internet becomes more and more widespread, an English language teacher’s duty is to

facilitate students’ access to the web and make them feel citizens of a global classroom,

practicing communication on a global level.

There is a wide range of on-line applications which are already available for use in the

foreign language class. These include dictionaries and encyclopedias, links for teachers, chat-

rooms, pronunciation tutors, grammar and vocabulary quizzes, games and puzzles, literary

extracts. The World Wide Web (WWW) is a virtual library of information that can be

accessed by any user around the clock. If someone wants to read or listen to the news, for

example, there are a number of sources offering the latest news whether printed or recorded.

The most important newspapers and magazines in the world are available on-line and the

same is the case with radio and TV channels.

Another example is communicating with electronic pen friends, something that most students

would enjoy . Teachers should explain how it all works and help students find their keypals.

Two EFL classes from different countries can arrange to send E-mail regularly to one another.

This can be done quite easily. Thanks to the web sites providing lists of students looking for

communication. It is also possible for two or more students to join a chat-room and talk on-

line through E-mail

Another network –based EFL activity could be project writing, by working for a

project a pupil can construct knowledge rather than only receive it. Students can work on their

own, in groups of two or in larger teams, in order to write an assignment, the size of which

may vary according to the objectives set by the instructor. A variety of sources can be used

besides the internet such as school libraries, encyclopedias, reference books etc, The internet

21

itself can provide a lot of food for thought. The final outcome of their research can be typed

using a word processor. A word processor can be used in writing compositions, in preparing a

class newsletter or in producing a school home page, in such a Web page students can publish

their project work so that it can reach a wider community.

Source: Johnny (at) hcu.edu.tw.

Problems militating against call utilization in English language teaching and learning

Although there are many advantages of computer, the application of current

computer technology still has its limitations and disadvantages.

Less-handy equipment: According to Ansel et al (1992) in Hartoyo (2006:), the CALL

program is different from traditional books that can be carried around and studied wherever

and whenever they wish; on a train, at home, in the middle of the night, and so on. School;

Computers or language laboratory can only be accessed in restricted hours, so CALL program

only benefits people who have computers at home or personal notebook.

Increased educational costs: Gips, DiMattia, and Gips (2004) in Lai (2006) indicates that

CALL will increase educational cost, since computers become a basic requirement for

students to purchase and low-budget school and low income students and teachers cannot

afford a computer.

Lack of trained teachers: It is necessary for teachers and students to have basic technology

knowledge before applying computer technology in second language teaching and learning.

Therefore, computers will only benefit those who are familiar with computer technology

Roblyer, (2003) in Lai, (2006).

Imperfect current CALL programs: At present, the software of CALL mainly deals with

reading, listening, and writing skills. Some speaking programmes have been developed

22

recently, but their functions are still limited. Warschauer (2004) in Lai (2006) stated that a

program should ideally be able to understand a user’s spoken input and evaluate it not just for

correctness but also for ‘appropriateness’. Speaking program should be able to diagnose a

learner’s problem with pronunciation, syntax, or usage and then intelligently decide among a

range of options.

Inability to handle unexpected situations: The learning situation that a second-language

learner faces are various and ever changing. Computers merely have artificial intelligence,

and it cannot deal with learner’s unexpected learning problem or response to learner’s

questions immediately as teachers do . Blin (1994) in Lai (2006) states that computer

technology with that degree do not exist, and are not expected to exist quite a long time. In

other words, today’s computer technology and its language learning programs are not yet

intelligent enough to be truly interactive.

Financial Barriers: Financial barriers are mentioned most frequently in the literature by

language education practitioners. They include the cost of hardware, Software, maintenance

(particular of the most advanced equipment), and extent to some staff development. Froke

(1994b) says, “concerning the money, the challenge was unique because of the nature of the

technology”. Existing universities polices and procedures for budgeting and accounting were

well advanced for classroom instruction. The costs of media were accounted for in the

university as a part of the cost of instruction. Though the initial investment in hardware is

high, inhibiting instructions’ introduction of advance technologies; but Hopper (1995)

recommends that the cost of computers will be so low that they will be available in most

schools and homes in the future. Lewis et al (1994) indicates three conditions under which

computer-assisted learning and other technologies can be cost-effectiveness: computer –

23

assisted Learning costs the same as conventional instruction but ends up with producing

higher achievement in the same amount of instructional time, it results in students achieving

the same level but in less time . These authors indicate that in examples where costs of using

technologies in education are calculated, they are usually understanding because the value of

factors, such as faculty time and cost of equipment utilization, is ignored (McClelland, 1996).

Herschbach (1994) argues firmly that new technologies are add-on expenses and will not, in

many cases, lower the cost of providing educational services. He stated that the new

technologies probably will not replace the teachers, but will supplement their efforts, as has

been the pattern with other technologies. The technologies will not decrease educational cost

or increase teacher productivity as currently used. Low usage causes the cost barrier.

Computers, interactive instruction TV, and other devices are used very few hours of the day,

week, or month. Either the number of learners or the amount of time learners apply the

technology must be increased substantially to approach the concept of cost-effectiveness.

There are other more quick and less expensive ways of reducing cost, no matter how

inexpensive the technology being used (Kincaid, McEachron, and McKineey, 1994).

Availability of computer hardware and software

The most significant aspects of computer are hardware and software. Availability of

high quality software is the most pressing challenge in applying the new technologies in

education (Herschbach, 1994; Miller, 1997; Office of technology Assessment, 1995; Norebug

and Lundblad, 1997). Underlying this problem is a lack of knowledge of what elements in

software will promote different kinds of learning. There are few educators skills in designing

it because software development is costly and time-consuming (McCleland , 1996).

24

McClelland (1996) indicates having sufficient hardware in locations where learners have

access to it, is problematic and is, of course, partly a financial problem. Computer hardware

and software compatibility goes on to be a significant problem. Choosing hardware is difficult

because of the many choices of systems to be used in delivering education, the delivery of

equipment, and the rapid changes in technology.

Technical and theoretical knowledge

A lack of technical and theoretical knowledge is another barrier to the use of

computer- assisted language learning technology. Not only is there shortage of knowledge

about developing software to promote learning, as shows above, but many instructors do not

understand how to use the new technologies . Furthermore, little is known about integrating

these new means of learning into an overall plan. In the communication between McClelland

and C. Dede(1995), Dede indicates the more powerful technologies, such as artificial

intelligence in computers, might promote learning of higher-order cognitive skills that are

difficult to access with today’s evaluation procedures and, therefore, the resulting

pedagogical gains may be under-valued. Improper use of technologies can affect both the

teacher and learner negatively (Office of technical Assessment, 1995).

Acceptance of technologies: Gallatt (1995) stated that change itself has changed. Change

has become so rapid, so turbulent and so unpredictable that is now called “white water”

change. Murphy and Terry (1998a) indicate the current of change move so quickly that they

destroy what was considered the norm in the past, and by doing so, create new opportunities,

but there is a natural tendency for organizations to resist change. Wrong conceptions about

the use of technology limit innovation and threaten teachers’ job and security (Zuber-

Skerritt, 1994) instructors tend not to use technologies that require substantially more

25

preparation time, and it is tough to provide instructors and learners access to technologies that

are easy to use (Herschbach, 1994).

Learning according to LantoIf (2006), is a socio-cultural process of becoming part of a

desire community’s rules of behaviour. What most of the approaches have in common is

taking the central away from the teacher as a conveyor of knwoldge to giving students

learning experiences that are realistic as possible and where they play central role. The

computer provides opportunity for students to be less dependent on the teacher and have more

freedom to experiment on their own. Teacher become guides as they construct the activities

students are to do. Students control the pace and the path of interaction Graham (2007)

Graham went further to explain that a very simple example of understanding natural language

in relation to second language learning is vocabulary drill exercises. The computer prompts

the learner with word on either LI or target language and the students respond with

corresponding words. The availability of computer and its utilization by teachers is the only

way the above benefits could be achieved.

Ways computer can be used in English language teaching and learning

Many research findings prove that computer can be of help in the teaching and

learning process through computer designed programme. Such programmes include corel

draw, Microsoft word, Microsoft PowerPoint, Microsoft publisher etc,. They serve as

instructional materials used in teaching and learning of English language. There are also

internet programmes which equally give good assistance in teaching and learning of the

English language. Examples of such programmes include website google, yahoo,

encyclopedia, Microsoft internet explorer, dictionary office 2003, voice command etc are use

in the teaching and learning process.

26

The designed programmes in the computer that can be used to teach pronunciation

(oral English ) are Microsoft power point and Microsoft word office 2003. It is done through

the connection of a telephone to the computer and tuning on the Microsoft word and click

the tools menu to select speech input on the telephone. This device has speech, voice and

correction commands. The computer keyboard is used to type sentence while the voice

command shows whether to select “save” “close or delete from computer system. The

correction command is used to correct mistakes.

The mouse is a computer device that helps in making corrections. This is used by

selecting and clicking the option. The Microsoft word is a programme that is used in teaching

pronunciation and spelling because it indicates when a learner pronounces or writes words

correctly or wrongly. The voice recorder can be used to record correct models of

pronunciation which can be packaged in CDs for students to use at their own conveniences.

The talking dictionary is an example of CD that can be used in teaching pronunciation and

spelling. It is a good programme for teaching pronunciation because the students are involved

actively thereby improving teaching and learning.

Microsoft word for windows can be used in teaching and learning of grammar. The

application package has to do with graphics, text editing etc. Through the use Microsoft office

edition 2003, the computer will correct inappropriate punctuations, grammatical errors or

wrong expressions. The software will detect and underline all grammatical errors, wrong

spacing . Grammatical errors are underlined with red.

Microsoft internet explorer can be used to teach oral English. It is designed to

enhanced oral communication. As a tool for teaching oral English, the user has to be

registered before he can use it.

27

When registered, you can access information by choosing a room known as directory.

The directory has information on many field like education, science, sports, business etc as

sub-rooms, for one to explore the internet , he or she has to move to yahoo message and enter

his registered address that is E-mail like evelyn.ukoha@yahoo.com. Followed by password a

blank page will be provided for typing messages immediately you send your typed

information. The command also has a talk speech or device that enable the user communicate.

sourced from www.qutenbeg.com.or ms Encarta.

There are other findings made on the teaching and learning process involving the use

of computer assisted language learning (CALL) Barlett and Schnei (2002), in “making

creative use of the internet” state that internet has the potential for the dissemination of

research results, among other things Barlett and Schnei (2002) point out that Internet Relay

Chat (IRC) helps people to carryout text based live conferences or chat . Through this

medium , English grammar, reading comprehension, dialogue and other aspects of English

language can be taught. All these are important in secondary schools English language

teaching and learning. Barlett and Schnei (2002), explain that the word wide web provides

the media for exploration. Search engines help researchers on the different aspects of the

language to search for important relevant data. With the aid of CALL materials, the teaching

of English online can be possible. The availability and utilization of computer assisted

language learning by teachers in teaching of the English language is the only way that the

above benefits can be achieved.

Theoretical framework

Computers have been used for language teaching ever since the 1960’s. According to

Warschauer and Healey (1999) , this development can be divided into three stages;

28

behavourist CALL communicative CALL, and integrative CALL. Each level corresponds to a

certain level of technology and certain pedagogical theories.

Behavourist theory on CALL: In the 1960’s and 1970’s the first form of computer –

assisted language learning featured repetitive language drill called drill – and practice

method. It was based on the behavourist learning model and as such computer viewed little

more than a mechanical tutor that never grew tired. Behavourist 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 test (Ahmad et al, 1985). According to (Taylor, 1980) Drill and practice

courseware is based on the model of computer as a tutor. In other words the computer serves

as a vehicle for delivering Instructional materials to the student.

The relevance of this theory to the study cannot be overstressed as the study seeks to

find out the availability and utilization of computers by English language teachers in

secondary schools. There is need to find out if computer are available and are properly use for

teaching and learning of the English language(Drill and practice) the above theory that deals

with CALL drills are still used today. The advantage of this theory can be seen only when

computers are available for use in teaching. Its importance to teaching and learning is as

follows:

Repeated exposure to the same material is beneficial or even essential to learning. A

computer is ideal for carrying out repeated drills since the machine does not get bored with

presenting the same material and since it can provide immediate non-judgment feedback. A

computer can present such material on an individualized basis, allowing students to proceed at

their own pace and freeing up class time for other activities.

29

In the late 1970s and early 1980s, behavourist CALL was undermine by two

important factors. First behavioursits approaches to language learning had been rejected at

both the theoretical and pedagogical level . Secondly, the introduction of microcomputer

allowed a whole new range of possibilities. The stage was set for a new phase of CALL that is

communicative CALL: The second phase of CALL was based on the communicative

approach to teaching which became prominent in the 1970s and 1980s. Proponent of this

approach felt that the drill and practice programs of the previous decade did not allow

enough authentic communication to be of much value one of the main advocates of this new

approach was John Underwood, who in 1984 proposed a series of “premises for

communicative CALL (Underwood, 1984). According Underwood, communicative CALL.

focuses more on using forms rather than on the forms themselves; teachers grammar

implicitly rather than explicitly; allows and encourages students to generate original utterance

rather than just manipulate prefabricated language; avoids telling students they are wrong

and is flexible to a variety of students responses, uses the target language exclusively and

create an environment in which using target language feels natural . When computers are

available and are provided for use in teaching and learning, following the communicative

CALL, the students will be able to participate fully in learning process. This is because the

theory deals with students being directly involved in teaching and learning activities.

Therefore, the process of finding the right answer involves fair amount of student choice,

control and interaction unlike the behaviourist. Taylor and Perez (1989) assert that

behaviourist CALL (drill and practice) the computer remains the knower-of-the –right –

answer. The communicative CALL is a computer based instruction that corresponded to

30

cognitive theories which recognized that learning is a creative process discovery, expression

and development.

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 marginal rather than central

elements “of language learning (Kenning and Kenning (1990). Teachers have move 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, spelling, reading and

writing) and to integrate technology more fully into language teaching (Warschauer and

Healey, 1998). To this end multimedia networked computer provides a range of

informational, communicative, and publishing tools that are potentially available to every

student. This theory is very relevance to this study in that it will be an eye opener to the

school authority, the government , teachers and the general public to see the need of

embracing this new technology . The provision of computers and training of manpower

(teachers/students) to use this computers for teaching and learning is the only way that the

above theory and the benefits it offers can a be real. The internet and the rise of computer

mediated communication in particular have reshaped the uses of computer for language

learning. The students will need to learn how to deal with large amounts of information and

have to communicate across languages and culture. With integrative CALL students have

become active participants in learning and are encouraged to be explorers and creator of

language rather than passive recipients (Brown 1991)..

31

Empirical Studies

This section deals with research works on related topics. The work of Mudasiru

(2005) was on investigation into teachers’ self efficacy in implementing computer education

in Nigeria secondary schools. The purpose of this study was to examine teachers self efficacy

in the use of computer in Nigeria secondary schools. The research design adapted for this

study was descriptive survey. The instrument used for this study was competency in computer

use survey designed by the re searcher. The study covered the two unity federal school in each

eight studies. Thus a total of 16 federal unity schools were used. The findings showed that

most teachers in federal government colleges in Nigeria do not have needed skills and

knowledge in the use of computer software. Attention according to Mudairu must be focused

on the need to give teachers in-service training in the use of computer through seminars,

workshop etc. This study is related to the present study because both are on computer and its

usage.

Another work on what Motivates Teachers to use ICT was by Cox (1999). The

purpose of this study was to investigate the factor which motivates teachers to use ICT. The

research method used in this study was literature search, teacher questionnaire, teachers’

reports and interviews. The results revealed that the uptake of ICT in schools has been

disappointedly low. Factors, which have been shown to influence the uptake of ICT include

the level of training, the amount of ICT resources, the existence of supportive network within

the school and the relevance of school policies to the appropriate uses of ICT.

Similarly, Naresh Kumar (2008) carried out a study on teacher’s readiness to Use

Technology in the classroom. The purpose of this study was to examine the factors affecting

teachers’ computer use and its implications to teachers’ personal development strategies .

32

Questionnaire was employed to gather data for this study. The instrument focused on the

Actual Usage of Computer (AUC) by school teachers and it is tandem with the subject in this

study that is Mathematics, Science and English language secondary school teachers.

A total of 86% items were used to measure the technology acceptance constructions.

The study showed that the Actual Usage of computer among secondary school teacher are at

the moderate level and thus more efforts need to be undertaken by teachers to improve on

their usage of computers. These include investing in getting a computer besides taking their

own initiative to acquire knowledge and skills pertaining to computer technology. The

moment the Mathematics, Science and English language secondary school teachers see the

light that Actual Usage of Computer (AUC) makes lesson interesting, exciting and easier to

teach, they would perceive its usefulness and relevance.

Hung, (2007) conducted a study to determine whether e-mail exchange with

American key pals can effectively improve Taiwanese college students’ English writing

skills. Forty- seven Taiwanese college juniors and seniors majoring in English participated in

this study. These 47 students were separated into two groups: 23 in a control group

(traditional English writing group), and 24 in a treatment group (exchanging email group).

They use the same textbook, wrote on the same topic each week, and had the same instructor.

Students in the treatment group had opportunities to use computers to write to their key pals,

peers, or the instructor. The same exams were used to test the two groups in order to

determine whether exchanging e-mails with American key pals effectively improved college

students’ writing skills. Results of this study revealed that the treatment group did better than

the control group in 14 weeks (one semester). Therefore, the researcher suggests the language

33

teachers can use CALL (computer- Assisted Language Learning) teaching methods to teach

ESL or EFL student in their English learning.

Nutta (1996) carried out a study in which he compared computer directed (CD)

grammar instruction with teacher directed (TD) classroom grammar instruction for four

groups of post-secondary students enrolled in an intensive ESL program. Achievement was

measured by the students’ performance on three measures (Cloze, Multiple choice, and open -

ended tests) of two different structures. The CD groups had significantly higher achievement

than the TD groups on the open –ended tests.

Shams (2006) examined the use of computerized pronunciation practice as a tool in

the reduction of foreign language anxiety. Additionally, the efficacy of computerized practice

on the improvement of student French pronunciation was also evaluated . The research was

conducted as a quasi-experimental study with a pretest/posttest comparison groups design.

Students in the experimental groups practiced their pronunciation using the computer while

students in the comparison group practiced with cassettes. The data was analysis using

ANOVAs. While there was an overall decrease in anxiety levels, the statistical analyses

indicated no relationship between method of practice and the decrease in anxiety . Regarding

pronunciation improvement, the results showed that subjects who practiced with the computer

did experience statistically significant improvement in the quality of their pronunciation.

Anaekwe (2003), conducted a study on the identification of some information and

communication technology (ICT) enhancing skills of pupils needed for sustainable science,

technology and mathematics (STM) education. The purpose of the study was to identify some

ICT-enhancing skills needed by pupils as tools for laying a sound basis for scientific and

reflective thinking. The design adopted for the study was descriptive survey. The researcher

34

used questionnaire for data collection. The findings show that for effective study of STM, the

possession of basic skills in ICT is essential especially in this modern society.

Ekwueine (2003), conducted a study on the assessment of teacher’s level of literacy

and attitude towards Information and Communication Technology (ICT) application in

science, technology and mathematics education. The purpose of the study was to ascertain the

literacy level and attitude of science teacher towards information and communication

technology. A 41 item teachers’ ICT literacy and attitude assessment questionnaire was used

to collect data for the study. The findings revealed that only a few sciences teachers are

computer literate and can access the internet with assistance.

Summary of Review of Related Literature

Computer technology has permeated nearly all aspects of human organizational roles

and education, the modern society is organized in a way that almost everything is done using

computer. Computer has brought significant benefits to teachers and students alike, computer

can be used in teaching all the four skills like listening, speaking, reading and writing .

Computer –assistant language learning (CALL) is an approach to language teaching and

learning in which computer technology is used as an aid to the presentation, reinforcement

and assessment of material to be learned , usually including a substantial interactive element.

The concept of computer and computer assisted language learning has been explained

by various scholars. It is an electronic device that accepts and stores input data and process

that data and produces outputs as a result of step by step set instructions. Computer can be

used to diversify, develop and improve pedagogical relation of teaching and learning. It stores

and disseminate information. It include television, video computer, mobile phones and

teaching and learning English as a second language.

35

The internet activities vary considerable from online versions of software, where the

learners and teachers interacts with a networked computers for information especially those

learning English as a second language. The use of computer is an inevitable tool because its

numerous functions in the modern society, yet problems of effective utilization of computer at

the classroom level is so obvious. Most of the problems are seen from the angle of fund and

poor internet connectivity, less-handy equipment (computers), increased educational cost,

lack of trained teachers , imperfect current CALL programmes.

The above problems could be a hindrance to the use of computers in teaching and

learning of English in Nsukka Education Zone. The review of the related literature on the

extent of availability and utilization of computer –assisted language learning (CALL) by

English language teachers, shows that despite the efforts of the teachers in using old

traditional methods of teaching, computer assisted language learning (CALL) can enhance

effective teaching and learning of English as a second language. This is the gap that this

research work intends to fill as it uses team work method which promotes classroom

interaction and independence on the side of the learners.

36

CHAPTER THREE

RESEARCH METHOD

This chapter presents a description of the procedure the researcher used in the study .

The following are discussed. They include: Design of the study, Area of the study, Population

of the study, Instrument for data collection, Validation of the instrument, Reliability of the

Instrument, Method of data collection and Method of data analysis.

Design of the Study

This study is a descriptive survey research design in which the researcher used

structured questionnaire to gather information from respondents. Nworgu (1991) defines

descriptive research design as those studies which aim at collecting data on, and describing in

a systematic manner the characteristics features or facts about a given population. He points

out that those studies are only interested in describing certain variables in relation to the

population. The researcher adopted this because the study involves studying and describing

certain variables in relations to the population to ascertain the extent of availability and

utilization of computer assisted language learning (CALL) by English language teachers in

teaching and learning of the English language.

Area of the Study

The study was conducted in Nsukka education zone in Enugu State. Enugu State has

six education zones which are Nsukka Obollo-Afor, Awgu, Enugu, Udi and Agbani

The study was on the extent of availability and utilization of computer assisted

language learning (CALL) by English language teachers in teaching and learning of the

English language. It was conducted in Nsukka Education Zone because of the poor

performances of students in English Language. The choice of the area of the study was to

37

allow the researcher find out the causes of decline in the performance of students in English

Language

Population for the Study

The population for the study was 104. Source from personnel research (PRS) unit, post

primary schools management board (PPSMB) Nsukka Zone. These were made up of all the

English Language teachers in Nsukka education zone. There are thirty one (31) government

schools in Nsukka Education Zone and one hundred and four English language teachers. In

this study all the English Language teachers were used as the population is small. Therefore

there was no sample and sampling techniques.

(see appendix for name of schools and number of teachers)

Instrument for Data Collection

The instrument used in this study is structured questionnaire namely, English language

teachers use of computer questionnaire (ETUCQ). The questionnaire was made up of two

parts. The first part contained some questions which were structured in a way to gather

information on the bio-data of respondents. It has blank spaces for respondents to tick or

choose appropriately. The second part was made up of four sections A-D section A of the

second part of the questionnaire was structured to collect data on the awareness of teachers in

the use of computers in teaching the English Language.

Section B was structured to collect information on the availability of computer use in

the teaching and learning of the English Language.

Section C sought information on the availability of teachers who are computer literate

Section D: was structured to collect information on teachers who are competent in the

use of computer software.

38

The items in the second part, section A-D are on four points rating scale of Very Great

Extent (VGE) Great Extent (GE) Little Extent (IE) Not Applicable (NA) .

The description is summarized as follows

Very Great extent (VGE) 4 points

Great Extent (GE)3 points

Little extent (LE) 2 points

Note applicable (NA) 1 point

In answering research questions, any item that has a means value of 2.5 to 3.49 was

accepted while those that fall within 0.5 -2.49 was rejected.

Validation of the Instrument

This instrument was subjected to face validation by three experts in the field of study.

Two from department of Arts education and one from measurement and evaluation. The

valuators were requested to check the appropriateness of the items. Based on their comments

and recommendations, necessary modifications were made to arrive at the final draft of test

instrument

Reliability of the Instrument

To determine the reliability of the instrument 10 copies of the questionnaire were

administered to teachers in Obollo- Afor zone which is outside the area of study. This was to

ensure that subjects to be used for the reliability were not included in the study.

Cronach’s Alpha reliability index was used to determine the internal consistency of

the instrument. The reliability co-efficient of each section of the instrument was determined.

Section A: yielded a reliability co- efficient of 0.88

Section B: yielded a reliability co-efficient of 0.91.

39

Section C: yielded a reliability co-efficient of 0.80

Section D: yielded a reliability co-efficient of 0.89

The Grand reliability co-efficient is 0.84. It was high enough and was considered

usable.

Method of Data Collection

The questionnaire was administered personally by the researcher to the respondents,

waits for the respondents to fill in their opinions and questionnaire was collected immediately

after completion. This was to ensure a high rate of return.

Method of Data Analysis

The research questions were analyzed using mean scores. In calculating means for

various items, the response categories in the questionnaire are scaled as follows:

Very Great Extent (VGE) 4points

Great Extent (GE) 3 points

Little Extent (LE) 2 points

Not Applicable (NA) 1 point

The frequency of each score of each category of response was multiplied by the score

value of the response alternatively.

The formula is stated below

Mean = (X) srespondentofnumber

sfrequencieofsum

The applied formula is X 1

1234∑ ∑ ∑ ∑+++

40

The mean was used to answer the research questions. In answering the research

questions, any item that had means value of 2.50 and above was accepted while those that fall

below was rejected as low extent or not applicable..

The two null hypotheses would be tested using t-test at 0.05 level of significance to

determine the acceptance or rejection of the null hypotheses.

The null hypothesis was rejected if the calculated t-value is greater than the critical or

table value at 0.05 level of significance, otherwise the null hypotheses were accepted.

.

41

CHAPTER FOUR

RESULTS

This chapter is a presentation of the results of this study. The data were presented

according to the order of the four research questions and two null hypotheses that guided the

study.

Research Question One

What is the extent of teachers awareness of the use of computer in teaching English as

a second language?

The data providing the answers to the above research questions are presented on table one

(1) below:

Table 1: Mean ratings on the extent of teachers awareness of the use of computer in

teaching English in secondary schools in Nsukka Education Zone.

S/No

To what extent are you

N

Mean (x)

SD

Remarks

1 Aware that computer can be used for teaching

the English language

103 2.7 0.70 Great extent

2 Provided with journal/materials on the use of

computer for teaching and learning of English

103 1.43 0.54 Low extent

3 Aware that computer is an important tool that

facilitates the teaching and learning of English

103 2.84 0.67 Great extent

4 Briefed by school authority (s) on current

issues with regards to the use of computer for

teaching English language

103 1.50 0.52 Low extent

5 Sent for workshops with regards to getting new

knowledge on information technology and its

application

103 1.50 0.68 Low extent

42

Table 1 presents views of teachers on the extent of awareness on the use of computer

in teaching the English language in Nsukka Education Zone . Looking at table 1, we can see

that two out of five items are rated high by the respondents. Items 1 and 3 are rated with

means 2.7 and 2.84 respectively by English teachers while items 2,4 and 5 are rated low with

means of 1.43, 1.50 and 1.50 respectively.

The results show that teachers to a great extent are aware that computer can be used

for teaching the English language. They are also to a Great Extent aware that computer is an

important tool for teaching and learning of the English language .

Items 2, 4 and 5 show low extent to the extent to which schools are provided with

journals /materials on the use of computer for teaching and learning of English, to the extent to which

teachers are briefed by the school authority (s) on current materials and to the extent to which teachers are sent

for workshops with regards to getting new knowledge on information technology and its

application in the classroom. This is because the mean responses fell below acceptable limit

of (2.50). This shows that the awareness of teachers on the use of computer to teach is poor

amongst the teachers of English language studied.

Research Question II

To what extent are computers available for use in teaching of the English language.

Table 2: Mean ratings on the extent of availability of computers for use in teaching the

English language

S/No

Item

N Mean X SD Remark

6 Teachers are provided with computers for

teaching of the English language

103 1.01 0.10 Low extent

7 English language teachers use computer for

teaching of the English language

103 1.03 0.24 Low extent

43

8 Teachers of the English language are updated

with current computer programmes for

effective teaching of the English language

103 1.12 0.45 Low extent

9 All the English language teachers have their

computers for teaching

103 1.00 0.00 Low extent

10 Schools have enough computer hardware for

language instruction

103 1.21 0.45 Low extent

Table 2 presents the extent of availability of computers in the teaching and learning of the

English language in secondary schools in Nsukka education zone.

From table 2 above, we can see that all the items are rated low by the respondents. The

mean ratings of the Items are 1.01, 1.03, 1.12, 1.00 and 1.21 respectively. These results

clearly show that the schools do not have enough computer hardware and software for

language instruction, poor availability of computers to teach in the schools and little or no

connectivity to the internet in the schools. All these imply that the extent of the availability of

computers for use by English teachers is low.

Research Question III

To what extent are teachers who are computer literate available?

Table 3: Mean ratings on the extent of teachers who are computer literate.

S/No To what extent N Mean X SD Remark

11 Have you mastered your key board? 103 1.42 0.63 Low extent

12 Can you maintain speed in typing ? 103 1.20 0.53 Low extent

13 Do you find printing of documents in the

system easy?

103 1.23 0.56 Low extent

44

14 Do you find downloading of materials on

the internet problematic?

103 1.75 0.93 Low extent

15 Do you know programming 103 1.15 0.57 Low extent

16 Can you run trouble shooting? 103 1.10 0.32 Low extent

17 Have you mastered the mechanics of

searching materials from internet?

103 1.43 0.59 Low extent

18 Do you know about word processing in

computer

103 1.33 0.51 Low extent

19 Can you do editorial work in the computer 103 0.10 0.42 Low extent

20 Do you have an idea about networking? 103 1.50 0.64 Low extent

From table 3 above, the mean scores are below the 2.50 cut-off mark . The responses

from the teachers are rated as low extent. These imply that most of the English language

teachers are not computer literate or their level of acquisition of computer skills is minima.

Research Question IV

How competent are the English language teachers in computer software for teaching ?

Table 4: The mean ratings of the teachers on how competent the English teachers are

in computer software in teaching English in Nsukka Education Zone

S/No Item N Mean X SD Remark

21 I can use PowerPoint to present my class

lesson

103 1.19 0.42 Low extent

22 I know how to access document in the internet

to get information for teaching

103 1.38 0.61 Low extent

23 I can use Microsoft word for teaching 103 1.12 0.40 Low extent

24 I can use computer to present my lessons 103 1.10 0.40 Low extent

25 I can use “choice master” in English language

instruction

103 1.10 0.41 Low extent

26 I can programme my lessons in my computer for classroom instruction

103 1.10 0.32 Low extent

45

In table 4 above, items 21,22, 23,24 25 and 26 have mean ratings of 1.19, 1.38,1.12,

1.10, 1.10 and 1.10 respectively. It is clearly seen in table 4 that the opinion of the

respondents expressed disagreement on the questionnaire items such as 1 can use computer to

present my class lessons, I know how to access document in the internet to get information for

teaching, I can use computer to present my lessons, I can use “choice master” in English

language instructions and lastly I can programme my lessons in the computer for classroom

instruction.

The mean responses of the items fell below 2.50 and will be rated as low extent, which

show that most teachers are not competent in the use of PowerPoint, Microsoft word in the

teaching of the English language and cannot also programme their lessons in the computer

for language instructions.

Ho1

There will be no significant gender difference in the mean responses of teachers in

their awareness of the use of computers in teaching of the English language.

Table v: t-test analysis for hypothesis one.

Item Male X

mean

SD Female

means X

SD T- value

df

Significance

value

Remarks

1 2.70 0.65 2.70 0.71 -0.21 101 0.84 Not significant

2 1.34 1.48 1.46 0.57 -1.06 101 0.29 Not significant

3 2.80 0.70 2.90 0.65 -0.86 101 0.39 Not significant

4 1.44 0.50 1.52 0.53 -0.75 101 0.45 Not significant

5 1.41 0.50 1.54 0.75 -0.88 101 0.38 Not significant

The table shows that the significant value for items 1,2,3,4 and 5 are 0.84,0.29,0.39,

0.45 and 0.38 respectively.

46

These significant value are greater than 0.05 at which the hypothesis was tested.

Therefore we accept the null hypothesis and conclude that there is no significance mean

gender difference with respect to the awareness of teachers who use computers in the teaching

the English language.

Ho2: There will be no significant difference in the mean responses of teachers who use

computer in teaching the English language and those who do not use computer on the level of

computer literacy skills.

Table VI: The t-test analysis of the difference between the mean scores of teachers in

Nsukka Education Zone with regards to teachers who use computer to teach English language

and those who do not use computer on their level of computer literacy skills.

S/NO To what extent Teacher who use computer in teaching English Mean (x)

SD Teacher who do not use computer in teaching English mean (x)

SD df t-value Significance Remarks

11 Have you mastered your keyboard?

1.50 0.71 1.41 0.62 101 0.43 0.67 Not significance

12 Can you maintain speed ion typing?

1.20 0.42 1.20 0.54 101 0.04 0.97 Not significance

13 Do you find printing of documents in the system easy?

1.60 0.97 1.20 0.49 101 2.21 0.30 Not significance

14 Do you find downloading of materials on the internet problematic?

2.00 1.05 1.72 0.91 101 0.91 0.37 Not significance

15 Do you know programming?

1.20 0.63 1.14 0.56 101 0.32 0.75 Not significance

16 Can you run trouble shooting

1.10 0.32 1.09 0.32 101 0.13 0.90 Not significance

17 Have you mastered the mechanics of searching material from the internet

1.30 0.48 1.44 0.60 101 -0.72 0.47 Not significance

18 Do you know about word processing in computer?

1.40 0.52 1.33 0.51 101 0.45 0.65 Not significance

19 Can you do editorial work on computer?

1.00 0.00 1.20 0.44 101 -0.69 0.49 Not significance

20 Do you have an idea about networking

1.30 0.48 1.49 0.65 101 -0.91 0.36 Not significance

47

Table 6 above presents the t-test analysis of the difference between the means scores

of teachers in Nsukka Education Zone with regards to teachers who use computer to teach

English language and those who do not use computer on their level of computer literacy

skills.

From table 6 above it can be observed that the significance value for items

11,12,13,14,15,16,17,18,19, and 20 are 0.67, 0.97, 0.30, 0.37, 0.75, 0.90, 0.47, 0.65, 0.49 and

0.36 respectively . These significance values are greater than 0.05 level of significance at

which the hypothesis was tested. We accepted the null hypothesis and conclude that there is

therefore no significant difference between the teachers who use computer to teach English

and those who do not use computer to teach English with regards to their level of computer

literacy skills.

Summary of the major findings:

In this study, efforts have been made to find out the extent .of availability and

utilization of computer assisted language learning by English language teachers in state

schools in Nsukka education zone and findings of the study are as follow:

(1) The English language teachers are aware that computer can be used in teaching

the English language and are also aware that it is an important tool that

facilitates the teaching and learning of the English language.

(2) It was discovered that teachers do not use computer to teach the English

language.

(3) There is poor availability of computer in schools showing that schools do not

have enough computer hardware and software to teach the English language.

48

(4) The knowledge of the English language teachers in computer skills is not

encouraging. The teachers as was discovered in the study are not computer

literate and therefore cannot use it to teach language.

(5) There was no significance difference in the extent of their awareness in the use

of computer to teach English.

(6) Male and female teachers are on the same level in terms of their level of

computer literacy skill. The null hypothesis shows that there was no significant

difference in the mean scores of male and female teachers in their computer

literacy skills.

49

CHAPTER FIVE

Discussion of Results, Educational Implications, Recommendations and Summary and

Conclusion

Discussion of findings

The study aimed at identifying the extent of availability and utilization of computer assisted

language learning (CALL) by English language teachers in state schools in Nsukka Education

zone of Enugu State.

The first finding from this study showed that the teachers are aware that computer can

be used for teaching the English language and that computer is an important tool that aid the

teaching and learning of the English language. These findings support the funding of Hartoyo

(2008) who discovered that many articles have been written about the role of computer in

English learning. Yet not many schools make use of computer. Computer assisted language

learning (CALL) is an approach to language teaching and learning in which computer

technology is used as an aid to the presentation, reinforcement and assessment of material to

be learned. If computer is of enormous benefits in the teaching and learning of the English

language, then efforts should be made so that teachers would be computer literate and

attention should be paid to the adoption and utilization of computer assisted instruction into

English language.

Another finding from this study is that teachers do not use computer to teach the

English language. This low level of utilization is confirmed by the findings of (Cox 1999)

who revealed that the uptake of ICT in schools have been disappointedly low. Factors, which

have been shown to influence the uptake of ICT include the level of training, and the

relevance of school policies to the appropriate uses of ICT. If the school authority do not give

50

the use of computer to teach English language a priority, there is little the English language

teachers can do.

It was also found in the study that there are no available computers to teach the

English language in the schools studied, Kumar (2008) supports this as he discovered that the

Actual use of computer (AUC) among secondary school teachers depend on the efforts of the

school authority on getting computers available for use in schools. Therefore, the government

should fund computer Education adequately, and provide State schools with computers for

use in the teaching and learning of the English language.

Another finding revealed that teachers are not computer literate and that teachers are

not provided with materials on the use of computer. The study also revealed that teachers are

not sent for workshop with regards to getting new knowledge on computer use. This agrees

with the finding of Ekwueine (2003) the findings revealed that only a few teachers are

computer literate. Again Mudasiru (2005) in his finding revealed that most teachers in federal

government colleges in Nigeria do not have needed skills and knowledge in the use of

computer software. In other words for teachers to make use of computer in teaching of the

English language, there is the need to give teachers in-service training in the use of computer

through seminars, workshops etc.

Another important finding in this study showed that there is no significant gender

difference in the mean responses of teachers in their awareness of the use of computers in

teaching the English language. This was so, because, results in table five (5) did not reveal a

pronounced difference for male and female teachers. This shows that both male and female

teachers are the same in their level of computer awareness.

51

Furthermore, the results in table 6 revealed that the significant values are greater than 0.05

level of significance at which the null hypothesis was tested. The null hypothesis was

accepted and the researcher therefore concludes that there is no significant difference between

the teachers who use computer and those who do not use computer to teach English with

regards to their level of computer literacy skills. This shows that both male and female

teachers are on the same level of not using computer to teach English language.

Conclusion

From the results obtained in this study on the extent of Availability and utilization of

computer Assisted language learning by English language teachers in secondary schools in

Nsukka Education zone, it was concluded from this study that the integration of computer into

the teaching and learning of the English language, will promote individualized instructions

and will also go a long way in improving students and teachers alike academically. The

success of integration of computer into the teaching and learning of English language depends

mostly on the level awareness by the English teachers. Therefore the awareness and usage of

computer by the English language teachers should be created in our secondary school.

The study also revealed that many schools have no computers. The level of use of

computer for teaching depends on its availability, and so, it becomes important that Enugu

State Government should see that computers are provided for use in our schools. It is

necessary for teachers to be trained to have basic technology knowledge. This is because

computers will only benefit those who a familiar with computer technology. The male and

female teachers should not be left out.

52

Educational Implications of the findings of the study

From the results of the data analysis and interpretations there of, some meaningful

discussions were made. Based on the discussions, some important implications of this study

were highlighted.

The findings of this study revealed that the use of computer assisted language learning

(CALL) makes lesson interesting, exciting and easier to teach. Naresh (2008) Sham (2006)

also revealed that students who practised with the computer did experience significant

improvement in the quality of their pronunciation. The use of computer enhances students

achievement. This implies that the use of computer assists language learning should be

incorporated without any delay in secondary schools. The computer should be introduced as a

tool for teaching the language skills eg listening, speaking, reading, and writing. This will

invariably arrest the current poor performance in senior school certificate Examination

(SSCE) in English language. But this cannot be achieved without training the English

language teachers on the use of computer to teach English. Organizing workshops and

seminars for teachers and also providing computers in schools for the teaching and learning of

the English language. Therefore, the ministry of Education, Enugu State should provide

adequate fund and incentives for schools so that teachers would be trained, computers to be

purchased for use and other networking facilities to be installed respectively.

Recommendations:

Based on the findings of this study, it is recommended that the Government should

make effort in revisiting the curriculum with a view of incorporating the use of computer

assisted instruction in teaching the English language. The teachers should be trained to be

computer literate. There should be adequate funding and provision of computers in our

53

secondary schools for use in the teaching and learning process. Teachers of the English

language should be engaged in seminars and computer literacy workshops to keep them up to

date of computer and its application in teaching. The school authority should see that

Government come to their aid without any further delay in purchasing and installation of

computer and ICT Facilities. They should also ensure that they are utilized in teaching and

learning process.

Suggestions for further research:

The following suggestions based on the finding of the study are made for further research.

(1) A similar study should be conducted in other geographical locations to determine

if the areas have the same problems.

(2) A study can be carried out on the extent of availability and utilization of

computer assisted language learning (CALL) by students in learning of the English

language

(3) A similar study could also be carried out using private schools in the same location or

other geographical locations.

Summary

The purpose of the present study was to identify the Extent of Availability and

Utilization of computer assisted language learning (CALL) by English language teachers in

Nsukka Education Zone. The study specifically examined teachers awareness of the use of

computer in teaching and learning of the English language, the availability of computer for

use in teaching the English language, availability of teachers who are computer literate and

lastly teachers competence in computer software for teaching.

54

Four research questions were answered and two hypotheses were formulated and

tested. Review of related literature shows that the use of computer in teaching and learning of

the English language enhances students performance and makes learning interesting. It also

indicates that computer is an effective tool for teaching and learning of the English language

skills (listening, speaking Reading and writing).

The design of the study is descriptive survey researcher design. The data collected

from this study was analyzed using Analysis of variance. The results showed that.

(a) Teachers are aware that computer is an important tool for teaching and learning of the

English language

(b) There are no availability of computers for use in schools studied

(c) Most of the teachers are not computer literates

(d) Teachers are not using computer to teach English.

Suggestions on how to integrate computer assisted language learning (CALL) in the

teaching and learning of the English language were discussed. Suggestion for further studies

so as to extend the knowledge on the use of computers in schools was made.

55

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