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dc.contributor.authorAlresheed, Saleh
dc.contributor.authorLeask, Marilyn
dc.contributor.authorRaiker, Andrea
dc.date.accessioned2020-11-06T10:46:59Z
dc.date.available2020-11-06T10:46:59Z
dc.date.issued2015-10-01
dc.identifier.citationAlresheed S, Leask M, Raiker A (2015) 'Integrating computer-assisted language learning in Saudi schools: a change model', Turkish Online Journal of Educational Technology, 14 (4), pp.69-77.en_US
dc.identifier.issn1303-6521
dc.identifier.urihttp://hdl.handle.net/10547/624596
dc.description.abstractComputer-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.en_US
dc.language.isoenen_US
dc.publisherSakarya Universityen_US
dc.relation.urlhttps://files.eric.ed.gov/fulltext/EJ1077629.pdfen_US
dc.subjectEnglish language teachingen_US
dc.subjectCALLen_US
dc.subjectsecond language acquisitionen_US
dc.subjectSaudi Arabiaen_US
dc.titleIntegrating computer-assisted language learning in Saudi schools: a change modelen_US
dc.typeArticleen_US
dc.identifier.eissn1303-6521
dc.contributor.departmentUniversity of Bedfordshireen_US
dc.identifier.journalTurkish Online Journal of Educational Technologyen_US
dc.date.updated2020-11-06T10:41:36Z
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