A recurring theme that surfaced over the course of this study was the participants’ impression that they found the use of CALL in their ESL course to be a motivating influence. Participants made far more remarks related to their enjoyment of the CALL activities they participated in over those CALL activities they disliked. The participants
also indicated that their achievement level has improved because the CALL learning materials made lessons more interesting for them.
All participants of the focus group were active learners dynamically engaged with CALL. Each participant had unique preferences for different L2 learning activities. All participants demonstrated self-awareness of their personal learning capabilities and motivational levels. When their language learning was transformed from a static process where they acted as passive observers into an interactive environment where they had greater control, learners became personally invested and aware of their progress. The transformation of their learning environment allowed them to see the difference between their responses to the traditional classroom environment versus one with integrated CALL activities. For example, Marc noted that the pair taping activity motivated him to engage more actively in target language practice, and Denise was aware of evolving not only as a learner, but also as a person (after her outburst and later apology on the forum activity).
Unsurprisingly, students appeared to be more enthusiastic during the focus group when discussing CALL activities that they succeeded at and less motivation toward those activities where they had trouble correctly completing the task at hand. What was
interesting to discover here was an apparent relationship between artificial classroom versus real-world risk levels. Student motivation levels soared especially high when learners were successful at completing a realistic CALL task that could have just as easily failed. The ePals project was a perfect example of this phenomenon.
All focus group participants were highly motivated by the ePals project and were pleased to be in direct contact with native speakers of the target language. This direct
contact afforded them a more authentic experience which not only increased their understanding of the natural use of their target language but also elevated their interest levels. They were able to see practical and entertaining functions for their target language. It provided the cultural context that can often be missing from traditional classroom activities and texts. The ePals project was motivating to learners when they discovered that they could successfully communicate with a native speaker of the L2. In fact, this activity was so successful that several students continued practicing their L2 with native speakers once the course was over.
However, learners were firm in their dislike of certain activities such as the Prezi mind map activity, which many found frustrating, and the Moodle workshop, where students indicated a preference for conventional classroom instruction from the teacher rather than the CALL activity. In fact, the activities that learners had difficulty imaging as part of their future L2 selves created particular problems. For instance, Prezi was not popular with the majority of participants because they were unable to perceive its usefulness in their (future) workplaces. When CALL activities failed, participants often suggested that more conventional, non-CALL tasks be negotiated in the classroom. This implied that a mixed method of pedagogy was appropriate to their language classroom. An overwhelming 80% of students preferred mixed types of instructions that included both a teacher and a computer. Participants also expressed their appreciation for the variety of CALL tasks that they engaged in during their language course.
Group activities in the classroom and individual study outside of class both were enhanced with the addition of CALL. For the majority of CALL activities, there was a minimal learning curve and students were able to quickly adapt to the new technologies
without any difficulties due to the presence of updated interfaces and applications. Moodle was appreciated as a homework tool, but it was rejected by both peers and teachers as a total substitute for direct classroom interaction.
Further findings called attention to the need for CALL usage to be supplemental and integrated into existing pedagogical methods. While participants acknowledged that CALL activities can be useful tools, student responses indicate that they cannot fully replace the benefits provided by a traditional classroom environment. Moreover, it is important to recognize the factor of user-ease. Some participants expressed frustration over instructions that were hard to understand.
Teacher availability was an important issue for participants. The availability of the teacher to immediately respond to questions about instructions, the L2, or the CALL technology was important. Focus group participants preferred being within earshot of the teacher so that they could hear explanations provided to other members of the classroom community. Conversely, students appreciated certain scenarios where the teacher
remained present as a background figure and did not dominate interaction in the L2. An example of this occurred during blogging and Moodle forum activities. On at least one occasion, it was reinforced that the teacher cannot be completely absent from an offsite CALL activity, otherwise students may go off the intended path of the task.
Moving to the topic of target language culture, one participant revealed the belief that technology is synonymous with Anglophone culture despite its international usage. Participants did not refer to Anglophone culture as being that of the province to the west (Ontario) or the country to the south (The United States). The focus group was not mystified by this culture and appeared to look up to either English culture or English
language (the findings were inconclusive on this point) as the dominant culture/language on the international employment scene. 37 survey participants (90%) believed that learning English is paramount. Whether or not need can be immediately translated into interest depends on the student. 35 survey participants (85%) also felt that knowing English would assist them in locating information in English on the web.
Study participants enjoyed the freedom that CALL provided and that cannot necessarily be had in a tradition classroom. Students appreciated the flexibility that came with being able to choose their own topics and engage in open-ended, versus directed, conversation. Participants found the blogs, forums, and paired recordings to be a democratic approach to learning. It became clear that focus group participants had individual preferences when it came to which CALL activities they did or did not enjoy. In some cases, participants were generally enthusiastic toward technology and CALL in general while, in other cases, the opposite was true. These individual preferences had an impact on the degree to which a learner engaged with a given activity. For example, it was learned that some participants spent less time on activities that they did not feel motivated to connect with.
5 Chapter 5: Discussion and Conclusion
Second language learning has always posed a problem for both teachers and learners (Ushida, 2005). The difference is not restricted to just a different script, grammar and syntax, but it extends to the culture of the people who use this language as a primary way of expression. As Nodoba (2010) contends, English has become the language of commerce globally, and no major company can conduct business without substantive involvement of English in negotiations, agreements and applications. Moreover, technology and accessibility to technology are rapidly changing.
This chapter begins with a discussion of what this study set out to investigate, what it found, and how these findings connected with the theoretical framework that was used to approach this study. The discussion is followed by a dialogue on the implications and recommendations that surfaced from the study’s findings. Finally, suggestions for the direction of future research will be formulated, followed by the research’s concluding remarks.