Computer-Assisted Language Learning (Call) Impact on Students’ Reading Achievement and Their Attitude towards Its Use.
Abstract
This study sought to investigate the effects of computer-assisted language learning (CALL) on students’ reading achievement, and students’ attitudes towards the use of CALL. Two groups of grade 7 students participated in this study. At the beginning of the study, both groups were given a pretest to evaluate these students’ reading skills. In the control group, students were taught through ordinary instruction. On the other hand, in the experimental group; students used CALL to practice their reading skills. At the end of the treatment, both groups were given a posttest in order to determine whether there was any difference in their reading achievement. Then, the experimental group completed a questionnaire in order to provide data on their attitudes towards the use of CALL. Results showed a significant difference between the experimental and the control groups in favor of students who learned and practiced reading skills through CALL instruction. Furthermore, the results of the questionnaire completed by the group that used CALL showed that students had positive attitudes towards the use of CALL