Exploring English Language Teachers’ Perceptions Of Computer-Assisted Language Learning At The Primary Level In District Karak, KP

Abstract

The purpose of this research was to explore the perception of English language teachers towards computer assisted language learning: a study at primary schools in district Karak, KP. The research explored teachers’ perceptions and actual use between perceived usefulness ease of use, organizational support and barriers for implementation of CALL in English Language Teaching. The research study used a convergent parallel equal status design and collected quantitative data through closed ended questionnaires, and qualitative data through open ended questionnaires. The study was conducted on a sample of 30 English teachers selected through stratified random sampling whose goal is to get equal ratio from the enrolled in remote and urban schools. To answer the research questions and to analysis the differences in perceptions of respondents across categories on different demographic and situational attributes, descriptive statistics, t-tests and ANOVA were employed. The research also found that teachers had a positive attitude toward CALL in terms of its efficiency as a language learning tool, and its benefits on student’s motivation, and effectiveness of instruction. The results suggested no surprising differences due to the perception of gender, but large differences among teachers urban vs. rural camps as well as trained and untrained on the components pointed at emphasis put on exposure to and training of components. The study also confirmed the greater negative effect of systemic causes of teachers’ resistance towards CALL embedded materials than teacher factors. The analysis also described teacher supply and resource centres, more training teachers and activist style policies as targeting least discrepancy in technology access. By moving the marked systemic issues identified, CALL could be introduced as functional workable and sustainable to improve more through good quality of education in general and teaching of English in particular in the more limited resourced Karak districts.