A Correlational Study of Elementary School English Teachers' Attitudes toward Computer Assisted Language Learning in Taoyuan County

• Main Authors: Chen-yun Chang, 張禎云
• Other Authors: Ping-huang Sheu
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/64902145607861993767

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 102 === The purpose of this study were to investigate English teachers' attitudes toward computer assisted language learning (CALL), and to examine the factors associated with teachers' attitudes. The research method involved self-made survey questionnaire based on the dimensions suggested by Kay's computer attitude measure, including cognition, affection, behavior, and perceived behavioral control. A total of 292 English teachers participated in this study. The data analyses were descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, and stepwise multiple regression analysis. The major findings were summarized below: 1. On average, elementary school English teachers showed positive attitudes toward CALL. 2. Significant differences existed in teachers' attitudes toward CALL based on the demographics as follows: 1) amount of in-service CALL training, 2) frequency of personal computer, 3) amount of administrators' support, 4) amount of teacher access to computer resources, 5) amount of student access to computer resources ,and 6) amount of time for instructional plan. 3. From weak to modest correlations were found between teachers' attitudes toward CALL and the demographics as follows: in-service CALL training, frequency of personal computer use, student access to computer resources, administrators' support, teacher access to computer resources, and time for instructional plan. 4. Four attitude subscales were significantly and positively associated with overall teachers' attitudes. The correlations were from modest to strong. 5. Four attitude dimensions had extremely strong or strong correlations with overall teachers' attitudes toward CALL. 6. Of 11 independent variables, three significant predictors were found, including administrators' support (△R2 = .09, β = .24), time for instructional plan (△R2 = .06, β = .24), and frequency of personal computer use (△R2 = .01, β = .13). The model with the three predictors accounted for 16% of the total variance in teachers' attitudes toward CALL. 7. Of 11 independent variables, a total of seven significant predictors of attitude dimensions were found: gender, age, in-service CALL training experience, frequency of personal computer use, administrators' support, teacher access to computer resources, and time for instructional plan. Administrators' support was the strongest predictor of cognitive (△R2 = .06, β = .22), affective (△R2 = .08, β = .23), and behavioral dimensions (△R2 = .07, β = .25); time for instructional plan was the strongest predictor of perceived behavioral control (△R2 = .07, β = .21). Based on the findings above, some recommendations for policy makers, school leaders, English teachers, and further studies were made.