大学生のCALLに対する態度・授業評価に影響を及ぼす個人差要因

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The purpose of this study is to explore the relationship between various learner variables and students' attitudes toward CALL. Since CALL is a totally new type of English instruction that involves the use of computers, its effectiveness cannot be analyzed only within the traditional framework of second language acquisition (SLA). In addition to what is called "individual learner differences (ID)" in the field of SLA research, some other factors relating to the use of computers should also be taken into consideration. The present paper examines the following three questions: (1) How do students' prior computer experience, computer knowledge, typing ability, and computer anxiety affect their attitudes toward CALL? ; (2) How do students' gender, English learning motivation, and English proficiency affect their attitudes toward CALL? ; and (3) How do the above mentioned factors affect the students' final evaluation of the CALL lessons? The findings indicate that among many learner variables, computer anxiety is the major factor affecting their attitudes toward CALL at the beginning of the semester. The students who have less computer knowledge or lower typing ability are likely to feel more anxiety about using computers and CALL lessons. However, at the end of the semester, no correlation was found between these learner variables and students' evaluation of the CALL lessons. The major factor influencing the evaluation is their English learning motivation. Once their computer anxiety is alleviated, they tend to have a positive attitude toward CALL and evaluate CALL purely as English lessons.

大学生のCALLに対する態度・授業評価に影響を及ぼす個人差要因

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