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Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL

Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL

Nilüfer Bekleyen, Serkan Çelik
Copyright: © 2017 |Pages: 16
ISBN13: 9781522518822|ISBN10: 1522518827|EISBN13: 9781522518839
DOI: 10.4018/978-1-5225-1882-2.ch013
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MLA

Bekleyen, Nilüfer, and Serkan Çelik. "Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL." Multiculturalism and Technology-Enhanced Language Learning, edited by Dara Tafazoli and Margarida Romero, IGI Global, 2017, pp. 214-229. https://doi.org/10.4018/978-1-5225-1882-2.ch013

APA

Bekleyen, N. & Çelik, S. (2017). Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL. In D. Tafazoli & M. Romero (Eds.), Multiculturalism and Technology-Enhanced Language Learning (pp. 214-229). IGI Global. https://doi.org/10.4018/978-1-5225-1882-2.ch013

Chicago

Bekleyen, Nilüfer, and Serkan Çelik. "Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL." In Multiculturalism and Technology-Enhanced Language Learning, edited by Dara Tafazoli and Margarida Romero, 214-229. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1882-2.ch013

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Abstract

The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.

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