Abstract:
The advancement in computer technology over the last forty years has affected many
aspects of education. This advancement has prompted educators to gradually attempt
integrating this technology into their classroom practices by using computer assisted
language learning (CALL) programs. Moreover, this integration has further prompted
educators to find a theoretical framework to govern their integration of information
technology or IT. This paper attempts to study the extent to which CALL applications
could affect students’ higher order thinking skills. It also examines the effectiveness of
a WebQuest on learners’ critical thinking abilities and the practices teachers adopt to
foster these abilities.The study is conducted through a mixed method causalcomparative
design using purposive sampling of 48 students in three different classes.
Results indicate that students who use CALL showed higher order skills such as critical
thinking and problem solving in acquiring the target language than those who do not.
However, the results also indicated that knowledge of use of computer key board skills
and use of software and the internet could hinder learning if not dealt with efficiently.
Implications for classroom teaching/learning and recommendations for future research
are made.
