The effect of computer-assisted language learning on motivating students to write. (c2008)

Abstract

The purpose of this mixed methods research is twofold: first, to examine the effectiveness of using CALL in motivating fourth grade ESL students to develop better writing skills and second, to explore the perceptions of ESL teachers and students regarding the use of CALL in the ESL classroom. The study was conducted over a period of three months. Its population consisted of forty eight fourth graders and their four teachers. A number of data collection instruments were used in this study: questionnaire, interviews with students and teachers, observations, and document analysis. Descriptive statistics were used to analyze the quantitative data. The analysis of the study's results revealed that the teachers as well as the students shared almost similar perceptions toward the use of different CALL in the writing classroom and identified the same motivational factors that would encourage the students to produce well-developed written work. The researcher concludes by discussing the implications of the research for additional work on the productive integration of computer technology in the writing classroom and its effects on motivating the students produce work of high quality.