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Integrating computer-assisted language learning in Saudi schools: a change model

  • Saleh Alresheed
    ,
  • Marilyn Leask
    ,
  • Andrea Raiker
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

Computer-assisted language learning (CALL) technology and pedagogy have gained recognition globally for their success in supporting second language acquisition (SLA). In Saudi Arabia, the government aims to provide most educational institutions with computers and networking for integrating CALL into classrooms. However, the recognition of CALL’s efficacy does not translate into easy acceptance and integration in English as a Second Language or English as a Foreign Language (ESL/EFL) classrooms in Saudi schools, particularly where teaching of both English language and information and communication technologies (ICT) is subject to religious and cultural constraints. There are other barriers that impede native Arabic speakers from learning English. Accordingly, the research question addressed in this paper is an exploration of the overt and covert factors that affect CALL use and integration in Saudi Arabian secondary schools. A case study approach using mixed methods was employed to interview and observe a sample of teachers and school inspectors in urban and rural secondary schools. Results were supplemented with an online questionnaire and analysed using both descriptive statistics and thematic analysis.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 69-77

Journal (Volume, Issue Number)

Turkish Online Journal of Educational Technology (Volume 14, Issue 4)

Publication milestones

  • Published - 01/10/2015

Publication status

Published - 01/10/2015

ISSN

1303-6521

Publication IDs

  • handle.net: 10547/624596
  • Scopus: 84943554825

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