The Effect of CALL on EFL Learners’ Reading Comprehension and Attitude towards the Use of Technology

The purpose of this study was to assess the effectiveness of CALL in developing reading proficiency of Iranian EFL learners in comparison to paper-based instruction and to investigate any significant difference in the reading comprehension of the high and low proficient learners after receiving computer-assisted instruction (CAI). This study also investigated the participants’ attitudes toward Information Technology before and after the instruction in the experimental groups and examined the differences between the high and low proficient learners’ attitudes toward Information Technology. The 40 female participants of the study, who were 20 high and 20 low proficient learners were randomly divided into four groups, two experimental groups and two comparison groups. The findings of the study indicated that there was a significant difference in the reading comprehension of the learners who received CAI in comparison to those learners who received paper-based instruction. Furthermore; there was a significant difference in the reading comprehension of the high and low proficient learners who received CAI. The results also showed that while the high proficient learners developed a more positive attitude toward Information Technology after instruction, the low proficient learners’ attitude did not change significantly. Introduction Computer-Assisted Instruction (CAI) has been very popular during the last two decades, and scholars agree on the feasibility of applying computers in reading instruction under appropriate designs (Labbo & Reinking, 1999, cited in Sung et al., 2007, p.2). Computer-assisted instruction may reduce the difficulties of implementing reading instruction in classrooms (Sung et al, 2007). According to Carrel (1987), while English is considered as one of the important instruments for academic achievement, reading comprehension and vocabulary can be the two primary elements to determine students' English proficiency in their academic achievement. For a long-term learning goal, reading seems the most important of the four language skills in learning English as Second Language (ESL) or as English as a Foreign Language (EFL) (Carrell, 1987). Carrell also indicated that effective reading is critical for students in EFL contexts and for students with academic purposes. To cope with the competitive edge in the age of technology and information, an effective and efficient reading ability is the key to academic success (Levine, Ferenz & Reves, 2000). Moreover, technology has impacted foreign language instruction. Numerous ESL/EFL studies (e.g., Chappelle, 2001) suggest that technology incorporated in language learning can improve students' academic performance, enhance motivation, and promote learning. The application of practice with the most relevant technology in a particular context is challenging language teachers to achieve effective teaching with technology. As Computer-Assisted Instruction (CAI) is increasingly integrated into curricula to promote the development of all skills, it is important to understand how software design impacts educational effectiveness. According to Renshaw and Taylor (2000), “the most basic CAI software is little more than an electronic textbook enhanced with electronic flashcards where the student is presented with a series of facts and answers a series of questions” (p.678). The purpose of this study was to use a reading improvement software as a computer-assisted instruction (CAI) to investigate the influence of this reading software on high and low proficient Iranian learners’ reading comprehension. It is believed that a reading software helps learners read faster, while maintaining and even improving their comprehension. AceReader which was used as a tool in this study to investigate the effectiveness of similar reading softwares, utilizes two technologies. 1) Rapid Serial Visual Presentation (RSVP) and 2) Tachistoscopic Scroll Presentation (TSP). When AceReader is in RSVP mode, the text is displayed in the center of the text area. As a result, learners read faster than normal because the eyes do no need JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 1, NO. 3, Winter 2013 40 to move. When AceReader is in TSP mode, the text is displayed in a manner that forces the eyes to move just like they do in normal reading. A software like AceReader permits learners to adjust 1) speed of text presentation, 2) font color, 3) font size, 4) background color, 5) number of words or lines, 6) delays and much more to meet their needs. It also provides the learners with the correct answer of the questions after they finish answering all the questions and reports their comprehension percentage. Providing all these options, it seems that AceReader as a CALL software can be an effective learning tool in reading comprehension. Consequently, studies seem to be necessary to investigate the effectiveness of using softwares in reading comprehension classes. As a whole, using a software that converts face-to-face instruction to CAI is an important element to be considered in developing effective CAI (Lowe & Holton, 2005). Statement of the Problem and the Purpose of the Study In recent years, English has been considered an important language on the road to internationalization among the non-English speaking countries (Burns, 2004). According to Carrel (1987), while English plays an important role for academic achievement, reading comprehension and vocabulary can be the two primary elements to determine students' English proficiency in their academic achievement. Because of the great importance of tests for language learners in pursuing their education abroad or participating in doctoral examinations, this study aimed to see if the use of a reading software, which can even be used as an autonomous learning tool, can help to improve Iranian EFL learners' reading proficiency and also to see if there was any significant difference in reading comprehension of the high and low proficient learners after computer-assisted instruction. This study also attempted to identify the most useful features of the software from the participants’ point of view. Computer technology holds promise for improving student's achievement in educational programs at all levels (Vernadakis, Avgerinos, Tsitskari & Zachopoulou, 2005). However, to what extent second language (L2) reading instruction using a computer-assisted language learning (CALL) software as a tool can facilitate language learning and reading comprehension is of major concern. While many countries are using new technologies in language teaching, Iranian EFL learners’ instructions are more text-book based and the students are less confronted with the new technologies in their classrooms. Moreover, in the third millennium in which mobility, time, and accessibility are of great importance due to the rapid increase in population, paper-based instruction would not suffice and can not be considered as the only way of instruction. Lowe and Holton (2005) believe that with the rapid advances in technology, the need for lifelong learning and the growth of non-traditional students, the use of computers as a means of instructional delivery seems to be necessary. CAI has been shown to have positive effects on the academic achievement of students in the USA (e.g., Bangert-Drowns et al., 1985). In spite of claims regarding the potential benefits of using CAI in education, there is not much evidence that technology significantly influences the EFL learners' learning process (Kulik et al., 1980). Significance of the Study CAI is popular as it provides numerous benefits in practice. According to Worthington et al. (1996), computerized study can impact and improve students’ overall level of mastery. Also, they emphasize that testing may be improved if students complete tests on computer screens and receive immediate feedback about their performance. It is worth noting that although computer-assisted reading has had some impressive results (e.g., Blok, Oostdam, Otter, & Overmaat, 2002), there are some limitations as well. Regarding levels of reading abilities, most studies on computer-assisted reading have dealt with reading issues on a more fundamental level, such as word recognition (e.g., Frederiksen, Warren, & Roseberry, 1985) or phonological awareness (e.g., Farmer, Klein, & Bryson, 1992). There are relatively few studies focusing on assessing higher-level text comprehension through computer technology (Sung et al). The purpose of this study was to assess CALL software (AceReader) effectiveness in developing reading proficiency of Iranian EFL learners in comparison to that of the paper-based instruction and to investigate any significant difference in reading comprehension of the high and low proficient learners after receiving CAI. This study also investigated the participants’ attitudes toward Information Technology before and after the instruction and examined any significance difference between the high and low proficient learners’ attitudes toward Information Technology. JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 1, NO. 3, Winter 2013 41 Research Questions The following research questions and hypotheses were formulated in this study. 1. Is there any significant difference in reading comprehension between the participants who receive computer-assisted instruction (CAI) and those who receive paper-based instruction? 2. Is there any significant difference in reading comprehension of the high and low proficient participants after receiving computer-assisted instruction? 3. Do the participants' attitudes toward Information Technology change in the experimental groups after the instruction? 4. Is there any significant difference between the high and low proficient participants' attitudes toward Information Technology after receiving computer-assisted instruction? Computer-Assisted Language Learning (CALL) Over the past 30 years language teachers have witnessed dram