Suchergebnisse

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Philosophy ; Adopting new technology and integrating it into foreign language (English) teaching in a conservative Muslim society (Saudi Arabia) that is resistant to change is not an easy matter. However, the Saudi government has adopted progressive initiatives to develop the education system including the introduction of Information Communication Technology (ICT) into secondary schools. This study identifies factors that influence the adoption and integration of computer-assisted language learning (CALL) in the Saudi secondary schools context. It provides a much needed window into the overt factors influencing CALL adoption and integration, such as CALL facilities, Ministry of Education support, CALL training, and the lack of specific plans and projects for CALL. It also provides insight into the covert factors that hinder the introduction of innovation, such as attitudes towards CALL and cultural barriers. Guided by the theoretical framework provided by the Diffusion of Innovation Theory, the study collected both quantitative data through surveys (n = 298) and in-depth interview data from stakeholders in English language learning, including teachers, inspectors of English, and MOE policymakers.

Computer-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.