Kingdom of
Saudi Arabia
King Khalid University
Deanship of Higher Studies
Department of Languages and
Translation
Master of Applied Linguistics
The Effect of Using computer for Teaching English in the Elementary
Saudi Classrooms in Asir Region.
Submitted by:
Kholoud Al-Shamrani
Supervised by:
Dr. Abdulaziz Fageeh
1436 AH / 2014 AD
Abstract:
i
This study aims to investigate the
effect of using computer in teaching English language in the elementary stage
in Asir region in Saudi Arabia . The importance of this research relies upon
the fact that it investigates whether this effect has a positive or negative
side on the Saudi learners specially in this young age. The methodology that
was used in this research to collect data was both quantitative and qualitative.
The questionnaire was submitted to 40 participants among teachers in Asir
governmental schools . The data analysis used in this research is the
descriptive statistics. The main results and findings of the research revealed
that most of the participants think it is a good and has a positive effect on
learning the English language in that region.
Table of Contents:
ii
Abstract
i
Table of contents ii
List of tables iv
CHAPTER ONE
Topic
introduction and problem
1.1
Introduction 1
1.2
Significance of the Study 1
1.3
Statement of the Problem 2
1.4
Purpose of the Study 2
1.5
Limitations of the Study 2
1.6
Definition of Terms 2
CHAPTER TWO
Literature Review
2.1 Introduction
3
2.2 Teaching English as a Foreign Language in Saudi Arabia 3
2.3 Teaching Policy in Saudi Arabia 4
2.4 The Curriculum of Teaching in the Elementary Stage 5
2.5 Using Computer in learning. 5
CHAPTER THREE
Methods and procedures
3.1 Introduction
8
3.2 Participants
8
3.3 Research Methods
8
3.4 Data Analysis Methods
8
3.5 Conclusion
9
CHAPTER FOUR iii
Data Analysis and Results
4.1 Introduction
10
4.2 Results
10
4.3 Conclusion 13
CHAPTER FIVE
Summary and Conclusion
5.1 Introduction
14
5.2 Summary 14
5.3 Conclusion
14
Lists of tables
iv
Title
page
Table 1
10
Table 2
10
Table 3
10
Table 4 11
Table 5
11
Table 6
11
Table 7
11
Table 8
11
Table 9
11
CHAPTER ONE
Introduction:
1.Introduction
English language
becomes an important tool of communication among nations. It is the language of
technology , inventions , science ,medicine , business and many other areas.
Thereby, Saudi government started to teach English as a foreign language in
schools. The Ministry of Education started to teach English starting from the
sixth grade in 2004. Then, in 2011 starting from the fourth grade. There are
different books and number of series which involved different techniques and
methods of teaching to improve the learning process in such small age. In this
paper I will give an evaluation of using the computer in the elementary stage
particularly in Asir region .I will try to investigate whether it is suitable
for Saudi children; and if it helps them to improve their learning and motivate them. I will try to highlight the
effect of computer technology specially in Asir region which considered the
most conservative one and always try to improve and develop itself in different
aspects of life specially in the education but at the same time it holds and
try to keep on its own heritage and its own and unique identity.
The history of education in Asir
started at 1355 although there was difficulties and even more some resistance
from the citizens at that time. Teaching English faced some resistance from the
students; in somehow they feel it may challenge their Islamic believes and
their cultural values. But in recent years ,there are some kind of awareness to
the important role of English and they try to improve learning English by using
different techniques such as the using of computer.
This paper will start first by
giving a view about teaching English as a foreign language in Saudi Arabia and the
Saudi educational policy of teaching English, the curriculum of the elementary
level in Saudi Arabia and a review of using computer in learning. Second, I
will propose an analytical framework for the data I have collected through the
survey .Third, I will present the results of the survey. Finally, I will
conclude with a summary and conclusion to the whole study.
1.2
Significance of the Study:
The importance
of this research relies upon the fact that it reflects the weaknesses and the
strengths of using computer in the Saudi classrooms in Asir; which use a new
curriculum and started the teaching of English in the last two years. The
research tries to decide whether using computer is sufficient and effective way
of learning specially to the student's early age in Asir region. In other words, the research
investigate whether it can provide what Krashen has considered as a
“comprehensible input” (Krashen and Terrell.1983).According to Krashen hypothesis on
language acquisition.
1
1.3 Statement of the Problem:
Using computer in
teaching English in the elementary level in Asir should be investigated if it suitable
for the students at that age and if it helps them to improve their proficiency
in learning English.
1.4 Purpose of the Study:
As the elementary stage can be
considered the foundation stone of teaching English language in Saudi Arabia ,the
purpose of this study is to focus on the ways that may facilitate the learning
and improve the acquisition in such early age in Asir region. Computer can be
considered one of the most important methods of teaching, thereby, this paper
investigates its effect on the teaching process at this age.
1.5 Limitations of the Study:
The study focused on using
computer in the elementary stage in Asir we use ,We Can, curriculum .thereby ,
the study cannot be generalized to other schools which use another curriculum.
1.6 Definition of Terms:
CALL; Computer Assisted Language
Learning (CALL) may be defined as the search for and study of applications of
the computer in language teaching and learning (Levy, 1997).
Foreign language; A traditional term for the use or study of the English language by
non-native speakers in countries where English is generally not a local medium
of communication.( Nordquist,2014 ).
2
CHAPTER TWO
Literature Review
2.1 Introduction
This chapter is
distributed to review some literature related to certain topics. The first
topic is related to teaching English as a foreign language in Saudi Arabia, dealing
with the teaching policy in Saudi Arabia and the curriculum of teaching in the
4th grade at the elementary stage. The other topic is distributed to
review literature related to using computer in learning the language .
2.2
Teaching English as a Foreign Language in Saudi Arabia
With the widely
spread of English as an international language and as a result of the hegemony of English, "Arabs
find themselves caught in a dilemma" (AlHammadi,2013). They understand the importance of English language ,but they
find difficulties in teaching it .Some of Arab's people think of learning
English as a positive and good thing to
develop our country and to be like the civilized country. While other think it
is a negative thing that will change our identity and will affect our religion
badly . Thereby, Saudi government decided to teach English as a foreign
language in its schools despite of the different opinions and the various
difficulties which had aroused
around it." regular schools are alien to the lifestyle of the Bedouin nomads,
and other forms, such as mobile schools, have been found to be more
satisfactory for this segment of the population"(al-sadan,2000). English
language becomes an important tool of communication among nations. It is the
language of technology, inventions, science, medicine, business and many other areas.
As a result of this ,Saudi government started to teach English as a foreign
language in its schools. The Ministry of Education started to teach English
starting from the sixth grade in 2004. Then, in 2011 starting from the fourth
grade. In general, The Saudi government understand the importance of English
and try to publish the education of English as a foreign language." The
Government of Saudi Arabia gave teaching English a lot of attention because it
is one of the main methods of introducing the outside world with its
development and technology to Saudis."(Alrasheed,2008).The first primary
and secondary school ,where English was taught at the secondary level , was
established at 1927 but there was no specific syllabus for teaching. (
Al-amri,2008) .But in 1953 there was a specific syllabus for teaching English
and English was taught in both intermediate and secondary levels.
2.3 The Teaching Policy in Saudi Arabia
Teaching English
language in Saudi Arabia was established according to certain policy. "The
current basis of the education policy of the Kingdom of Saudi Arabia was established
in 1970".(Al-sadan,2000). It aims to achieve a very specific goals. "The
Ministry of Education in 1954 outlined the goals of teaching English in public
schools and designed the curriculum for each level"(Alrasheed,2008).First
,it 3 focus on English as it is an international language .Therefore,
teaching should achieve communicative purposes. Teaching English also should consider
the needs of the Saudi's community .English language that children and students
will acquire should help them to develop the society and improve it in the
future. It also makes the student aware of the role that language plays in
building a civilized community."The primary purpose of education in Saudi
Arabia is to develop good citizens, capable of contributing to social progress,
believing deeply in God, and accepting faithfully the Islamic concepts of
universal and ideal civilization that bring spiritual and material matters
together in perfect harmony, both in their attitudes towards life in religious
observance and in many other ways".(Al-sadan,2000). Teaching English
language in the elementary stage has a specific aims in particular. First,
students should learn the basic and the fundamental of English .They should be
able to produce sentences with the basic structure. They should acquire a good
number of vocabularies .And by the end of this stage, they should be able not
just to produce simple sentences and express themselves in English, but also to
read, write ,understand and listen to English materials (Alamri,2008). The
students should be aware of the influence of English language as an international
language of communication .While the general aims for teaching the English
language in Saudi Arabia is to develop students intellectually and personally. It
focus on the language skills (listening ,reading ,speaking and writing) in
order to make them able to communicate with English speaker in different life
situations . "students learn to understand in a correct and comprehensive
manner. This determination involves that the Islamic creed is planted and
spread, and that students are furnished with Muslim values, teachings and
ideals. The student is to be equipped with the skills and knowledge which
enable him to contribute constructively to the development of the Saudi Arabian
society economically, socially and culturally having been fully prepared to become
a useful member in the building of his community". (Ministry of Education,
1970, Article 28). All this can be achieved
by developing the linguistics competence in students. While the Islamic
goals for teaching English as a foreign language in Saudi Arabia focus on relate it with religious purposes." appreciate the importance of English
language as an international language of communication, for introducing Islam,
the Islamic nation's culture and the cultural achievements of Muslims to other
nations."(Alamri,2008). It focus on make the students feel the greatness
of our god who create us and differentiate our languages. It aims ,as I mentioned
,to create a generation who is able to communicate with other international
nations in order to produce Islam and be able to represent it.
2.4 The Curriculum of Teaching in the Elementary Stage
Based on the
policy of teaching in Saudi Arabia ,the English language curriculum should
focus on this policy in order to be an affective kind of education. Teaching
English in the elementary level started from the fourth grade in 2011 instead
of teaching it from the sixth grade since 1348. If we traced back the history ,
we will find that it started in 1361, but it was stopped and then reproduced to
the sixth grade again in 2004 (Alamri,2008).The curriculum, named We Can, is
kind of 4 experimental. It was introduced by
the Ministry of Education in 2011and considered one among many other
experimental series for the elementary stage. The series of We Can was first
published in 2011, 2012 by McGraw-Hill company. It is divided into two parts
,one for student's book and the other for workbook , each one is divided into 4
units. It is full of images and colorful pictures aimed to introduced English
language in a fun and meaningful way.
The age of the
elementary student is between 10 and 12 , students learn English as a school
subject beside another subjects . The main exposure to the English language is
in the classroom. The textbook "We Can " is specially designed to
help the learner to communicate and to practice the English language in order
to achieve the goals of teaching English in Saudi Arabia. It focuses on
achieving the needs of the Saudi society from learning English .Each book of
this series has a CD attached to it , which include a native speakers sound
representing the same materials that are written in the students' books.
2.5 Using computer in learning:
Using computer
attached different aspects of our lives. People become fascinated with the
invention of computer. It gains huge popularity " computers have become so widespread in schools and homes and their
uses have expanded so dramatically that the majority of language teachers must
now begin to think about the implications of computers for language
learning".(Warschauer,1996). Computers have became an important tools in teaching and
learning language." the use of computers in the language classroom was of
concern only to a small number of specialists. However, with the advent of
multimedia computing and the Internet, the role of computers in language
instruction has now become an important issue confronting large numbers of
language teachers throughout the world."(Warshauer and Healey,1998).There
are a lot of studies that have been discussed the use of computer in teaching
and learning (Taylor ,1980); for example
discussed the three uses of computer like using it as a tutor by representing
the material first and evaluating the responses and finally to present the next
step or using it as a tool and as a tutee. Using computer in teaching English
can be traced back to the history of CALL. Computer assisted language learning
or (CALL) started at the 1960s and we can describe it as an approach to
language teaching and learning in which the computer is used as a tool or even
an aid to the presentation, reinforcement and assessment of the teaching or learning material.(Davies,2014).The development of
CALL goes along with the development of computers. It actually started in the
universities. The first important project was the PLATO project in the Illinois
university. The researchers of CALL have tested the advantages of using
computer in teaching English language ,most of the studies believe that
computers help students to improve different skills and give them innovative
alternative for language instructor (Warshauer and Healey,1998)"
the computer can serve a variety of uses for language teaching. It can be a
tutor which offers language drills or skill practice; a stimulus for discussion
and interaction; or a tool for writing and research. With the advent of the 5 Internet, it can also be a medium
of global communication and a source of limitless authentic materials"(Warschauer,
1996).
Using computer
affect second language acquisition deeply "computer has now become an
influential component of second language learning pedagogy"( Lai and Kritsonis, 2006 ).But also it should be considered as a
tool that facilitate learning "the
use of the computer does not constitute a method". Rather, it is a
"medium in which a variety of methods, approaches, and pedagogical
philosophies may be implemented".( Garrett ,1991).
There are a lot of studies that have measured the positive effect of the
computer based learning on the achievement of the elementary stage students(Kulik and others,1985).
Another studies have investigated the use of
technology in EFL specially in Saudi classrooms (Al-maini,2011).
As Bush(2008 )
mentioned "
Achieving a functional level of communicative competence in a
second language is a significant challenge", Bush (2008) emphasizes the
value of CALL in learning and he focus
on the importance of learning the foreign language in such a small age." the attainment of perfection is natural and seemingly effortless
for a small child". There are different studies that investigates the
perception and the effectiveness of using computers and technologies in
classrooms(Stepp-Greany,2002 ). This
particular study revealed that:" A number of
benefits for students related to the general use of technology in classrooms
have been reported. These include increased motivation, improvement in
self-concept and mastery of basic skills, more student-centered learning and
engagement in the learning process, and more active processing resulting in higher-order thinking skills and better recall"(
Stepp-Greany,2002). The importance of computer can be seen in the
fact that it facilitate learning and provide a motivation as well as many other
advantages" utilizing computer technology
and Computer Assisted Language Learning (CALL) programs can be convenient to
create both independent and collaborative learning environments".( Lai, Kritsonis. 2006 ).
It actually
started in the universities. As(Davies,2014) mentions that ,the first
important project was the PLATO project in the Illinois university. The
programs started on large mainframe computer but in the 1970s the arrival of
personal computer (PC) brought a boom in the development of CALL. The main
focus at that time was on the practices associated with programmed instruction.
This was reflected in computer assisted language instruction.
(CALI) was started in USA and was in common use until the early
1980s. At that time there was a lack of imagination and skill In the
programmers part ,until the arrival of Higgins and Johns in 1984. In the 1980s
CALL embraced the communicative approach. The personal computers were unable
of presenting images and recording voice at the same time, but after combining
those computers with a 12-inch videodisc player this problem was solved. This
was the beginning of the multimedia CALL. The result was the development of
interactive videodiscs. The same technique in those videodiscs was adapted for
the multimedia personal 6
computers (MPCs), which incorporated CD-ROM drives in 1990s. CD-ROM was first
used to store texts and later to store sounds, still images and videos. Then
came the Digital Video Disc (DVD). In1992 the World Wide Web was
launched and offered huge potential in language learning and teaching.(Davies,2014).
In general ,the use of computer in
learning the foreign or second language has become an important trend of
learning as Lai and Kritsonis( 2006) said"the
application of computer technology and CALL programs has become a new trend in
recently global second language learning instructions. Research findings have
proven that the use of computer technology has a positive effect on the
achievement levels of English as Second Language (ESL) students, but it still
has its limitations and weaknesses, such as financial, isolated, and knowledge
required issues. "
7
CHAPTER THREE
Methods and procedures
3.1 Introduction
This chapter is allocated to review
the methodology that was used to collect the data. This research aims to
evaluate the effect of using computer in teaching English language in the
elementary stage in Asir region in Saudi Arabia and to investigates whether
this effect has a positive or negative side on the Saudi learners specially in
this young age.
The evaluation focuses on those questions:
1-Is
using computer helpful and effective way of teaching in English classes?
2-Are
the students satisfying with the use of computer?
3-Is the material associated with the English book(like the CD)
suitable and helpful in learning?
4-Does the school provide another means of
technology( like the data projector, smart board…etc?)
5-Does using computer fulfill the teaching objectives of English
language in KSA?
6-Do the activities and practices provided
by the computer encourage collaborative learning?
7-Is the computer suitable for teaching
Saudi students to communicate in English?
8-Does the computer help the students to
develop their learning skills, namely listening, speaking, reading and writing?
A survey questionnaire including those 8 questions was used to
collect the data. It was submitted to 40 participants among teachers and
supervisors. The questionnaire was conducted to elicit their views about the
effectiveness of using computer in the
elementary level. The data were used to define and answer the research
questions.
3.2
Participants
The questionnaire was
submitted to 40 participants (teachers) in Asir governmental schools.
3.3 Research Method
Survey questionnaires were used to
define the effect of using computer and to collect the data.
3.4 Data Analysis Methods
The data was analyzed
through the use of descriptive statistics. The analyzing of the survey's data was based on the Likert Scales,
in which the categories were divided as the level of agreement (agree ,
strongly agree , not sure ,disagree and strongly disagree) to each different
statement. Those categories are coded numerically as 1-strongly agree, 2-agree
,3-not sure ,4-disagree and 5-strongly disagree to facilitate the statistical analysis. Then, the( SPSS) release
14 was used to analyze the findings. The result of this questionnaire was
submitted to a scaled analysis to find out the percentage, frequency that
correspond to each statement in the questionnaire. 8
3.5 Conclusion
This chapter
discussed the methodology that was used in this research. A survey including 8
different items was conducted to schools' teachers in Asir governmental schools
to review their opinions about the effect of using computer in the elementary
stage. The data was being analyzed through the use of the descriptive
statistics.
9
CHAPTER FOUR
Results and Discussion
4.1 Introduction
This chapter is allocated to the data
analysis and to the research findings that results from the whole
investigation. The data here are resulted from using a questionnaire that was
submitted to 40 participants among governmental Saudi schools' teachers. The
result of this questionnaire was submitted to statistics to find out the
percentage and frequency that correspond to each statement in the
questionnaire. Finally ,the result of the survey was interpreted by the
researcher.
4.2 Results
The responses were categorized
according to the statements. The table no.1 will reflect the frequencies and
percentages of each response. This indicate the weakness and the strength of
each statement. It provides a clear idea about the extent of the responses'
satisfaction with each statement in the questionnaire.
-Is using computer helpful and effective way of teaching in English
classes ?1
Table
1.
|
Frequency
|
Percent
|
|
Strongly agree
|
21
|
52.5
|
|
agree
|
19
|
47.5
|
|
Total
|
40
|
100.0
|
The result of the survey revealed that the great majority of
participants agree with the statement 52.5% strongly agree and also 47.5% agree with it.
They find the computer as an effective and helpful way of teaching in
English classes.
2-Are the students satisfying with the use of
computer?
Table
2.
|
Frequency
|
Percent
|
|
Strongly agree
|
32
|
80.0
|
|
agree
|
8
|
20.0
|
|
Total
|
40
|
100.0
|
The result of the survey revealed that the great majority of
participants agree with the statement 80.0% strongly agree and also 20.0% agree. Students are satisfied with the use of
computer.
3-Is the material associated with the English book(like the CD) suitable
and helpful in learning?
Table 3.
|
Frequency
|
Percent
|
Valid
|
strongly agree
|
23
|
57.5
|
|
agree
|
17
|
42.5
|
|
Total
|
40
|
100.0
|
The result of the
survey revealed that the great majority of participants agree with the
statement 57.5% strongly agree and
also 42.5% agree with it. The accompanying materials are
helpful and suitable in learning.
4-Does the school
provide another means of technology( like the data projector, smart board…etc)?
Table 4.
|
Frequency
|
Percent
|
Valid
|
strongly agree
|
3
|
7.5
|
|
agree
|
9
|
22.5
|
|
not sure
|
22
|
55.0
|
|
disagree
|
6
|
15.0
|
|
Total
|
40
|
100.0
|
The result revealed that 7.5% of the participants strongly agree, 22.5% agree
while 55.0 % are not sure and only 15.0 disagree that their school provide
another means of technology.
5-Does using computer fulfill the teaching objectives of English
language in KSA?
Table 5.
|
Frequency
|
Percent
|
Valid
|
strongly agree
|
3
|
7.5
|
|
agree
|
28
|
70.0
|
|
not sure
|
9
|
22.5
|
|
Total
|
40
|
100.0
|
The result revealed that 7.5% of the participants
strongly agree and the vast majority of the participants are agree that using
computer fulfill the teaching objectives of English language in KSA(70.0%)
while only 22.5 % are quite not sure about it.
6-Do the activities and practices provided by the computer encourage
collaborative learning?
Table 6.
|
Frequency
|
Percent
|
Valid
|
strongly agree
|
4
|
10.0
|
|
agree
|
22
|
55.0
|
|
not sure
|
14
|
35.0
|
|
Total
|
40
|
100.0
|
The results revealed that the vast majority of participants
agree that the activities and practices provide by the computer do encourage
collaborative learning, 55.0% agree, 10.0% strongly agree while 35.0% are not
sure about the statement.
7-Is the computer suitable for teaching Saudi students to communicate
in English?
Table 7.
|
Frequency
|
Percent
|
Valid
|
strongly agree
|
5
|
12.5
|
|
agree
|
25
|
62.5
|
|
not sure
|
10
|
25.0
|
|
Total
|
40
|
100.0
|
The
study revealed that the vast majority of the participants agree that using computer
suitable for teaching Saudi students to communicate in English, 62.5% agree
,12.5 strongly agree while 25.0% are not sure about the statement.
8-Does the computer help the students to develop their learning
skills, namely listening, speaking, reading and writing?
Table 8.
|
Frequency
|
Percent
|
Valid
|
strongly agree
|
9
|
22.5
|
|
agree
|
26
|
65.0
|
|
not sure
|
5
|
12.5
|
|
Total
|
40
|
100.0
|
The result revealed that a great majority
of participants do agree that using computer help the students to develop their
learning skills, namely listening, speaking, reading and writing , almost 65.0
% agree ,22.5 strongly agree while only 12.5 are not sure.
Descriptive
Statistics
Table
9.
|
N
|
Minimum
|
Maximum
|
Mean
|
Std. Deviation
|
Is using computer helpful and effective way of
teaching in English classes ?
|
40
|
1.00
|
2.00
|
1.4750
|
.50574
|
Are the students satisfying with the use of computer?
|
40
|
1.00
|
2.00
|
1.2000
|
.40510
|
Is the material associated with the English book(like
the CD) suitable and helpful in learning?
|
40
|
1.00
|
2.00
|
1.4250
|
.50064
|
Does the school provide another means of technology(
like the data projector, smart board…etc)?
|
40
|
1.00
|
4.00
|
2.7750
|
.80024
|
Does using computer fulfill the teaching objectives
of English language in KSA?
|
40
|
1.00
|
3.00
|
2.1500
|
.53349
|
Do the activities and practices provided by the
computer encourage collaborative learning?
|
40
|
1.00
|
3.00
|
2.2500
|
.63043
|
Is the computer suitable for teaching Saudi students
to communicate in English?
|
40
|
1.00
|
3.00
|
2.1250
|
.60712
|
Does the computer help the students to develop their
learning skills, namely listening, speaking, reading and writing?
|
40
|
1.00
|
3.00
|
1.9000
|
.59052
|
Valid N (listwise)
|
40
|
|
|
|
|
4.3 Conclusion
This chapter
reviewed the data analysis and the
research findings of the study. The result show that the positive results were
much higher than the negative ones. Most of the results were in the favor of
using computer in the elementary level.
13
CHAPTER FIVE
Summary and Conclusion
5.1 Introduction
This chapter
includes two sections. First, the summary of the different parts of the whole
study. Second, the conclusion which discuss the results of the study .
5.2 Summary
This study aims to evaluate the
effect of using computer in governmental schools in Asir region in Saudi
Arabia. A survey questionnaire was used
to collect the information from 40 different participants among school's
teachers. The survey includes 8 different questions. The data analysis used in
this research was the descriptive statistics. The main results and findings of
the research revealed the effectiveness of using computer to teach the
elementary stage in Asir region. Most of the participants revealed that ,it is
sufficient and an adequate way that can be useful and facilitate learning.
5.3 Conclusion
The research
findings and the results indicate that the use of computer in learning is a
adequate and a sufficient thing that may help the students in the elementary
stage to understand the language. It helps the students to improve their
fluency in English and provide a meaningful environment for learning.
Most of the
participants are satisfied with it ,they find it helpful
and effective way of teaching in English classes. Most students are satisfying
with the use of computer. The accompanying materials also are suitable and
helpful in learning. But most of the participants are not sure that the school provide another means of technology( like the data
projector, smart board…etc). In general ,most of the participants agree that using
computer fulfill the teaching objectives of English language in KSA. And they
also agree that the activities and practices
provided by the computer encourage collaborative learning among students. It is
suitable for teaching Saudi students to communicate in English and also it helps
the students to develop their learning skills, namely listening, speaking,
reading and writing.
The computer can
presents material systematically, continuously, and spirally and it can provide
the students with an effective feedback , it also can be considered as a source
of motivation . Computer can gives the student immediate feedback by
"allows learners to know whether their answers are correct or not, and
provides them with the correct answers if their answers are not correct……It is
found that the use of computer technology in classroom generally improves
self-concept, mastery of basic skills and more active processing resulting in
higher-order thinking skills and better recall.".(Almansour and al-shorman,2011).
And also " Computer and its attached language learning programs could
provide second language learners more
14 independence from classrooms and
allowing learners the option to work on their learning material at any time of
the day. "( Lai, Kritsonis. 2006).
Computer can be a motivation to
children by different ways. " Motivation can be promoted in
students by personalizing information, having animated objects on the screen,
and providing practice activities which incorporate challenges, curiosity and
providing a context"(Almansour and al-shorman,2011).
Using picture and
presenting a native speaker sound or even providing games , practices ,
activities and drills to the information by the computer can be related to the
child nature. " new technologies can develop students’ interest in
learning activities and to lead them to devote more time and attention to these
activities than in regular classes. Moreover, they increase their confidence in
their abilities." ( Al-Maini.2011).The students will have a lot of fun
while learning English materials which also matches the development of the
child. But the large part of the effective use of computer depends on the
teacher in the first place along with many other factors, such as the
environment of the class itself. But in general the children and teachers will
gain a lot of fun, enjoyment, and education during using technology and computer
in English classrooms. The computer also can encourage collaborative learning
among learners which is very effective in improving the students' communicative
skills at this age. " New technologies have the power to stimulate the development of
intellectual skills such as reasoning and problem solving ability, learning how
to learn, and creativity".( Al-Maini,2011)
It is a good and adequate tool that can
facilitate learning which also can motivate the children and help the students
to develop their skills. Which also achieves the needs of the Saudi society
from learning English. "the use of computer technology has a positive
effect on the achievement levels of English as Second Language (ESL) "( Lai and Kritsonis, 2006).
No doubt that using computer in teaching
is very useful and it is a positive thing but the most important question is
how to use it in the first place. " Teaching with technology requires a
shift from the traditional teaching practice."(Crane,2005). The teacher
plays an important role in making the best use of computer or other tools of
technology in the classrooms .There are a lot of teachers who admit that they
ignore technology. They believe in the traditional way of teaching and some of
them try to blame the pressure by huge number of students in the classes and
even more the hours of working. Some teacher blame the ministry for not
providing computers or special classes for English ,which force the teacher to
depend on the book and on the traditional way of teaching rather than the
technology.
To sum up with, the
use of computer can be useful in many
different ways "In the school setting technology, electric educational
tools such as computers, laptops, audiovisual equipment, digital cameras,
graphing calculators, scanners, projectors, and printers, is a rapidly
increasing education resource that has the potential to 15 transform learning by creating an optimum teaching and learning
environment.(Crane,2005).
Computer is just a tool but how we use it in our
classrooms is the most important part. Using computer in the elementary stage
is very effective way of learning the English language . It can provide a funny
and enjoyable environment to the students and make them interested in learning
at such early age. It can provide an adequate input in which the students can
acquire the language naturally and smoothly.
Using computer can
prove the education so teacher should try to involve the students in using
computers. An extensive attention must be
given to establish a language laboratory in schools and make sure of the
existence of computers and other technological
equipment in each school.
The main disadvantages of
computer is that it will increase educational costs and it also needs that both teachers and learners have basic
technology knowledge ." It will cause unfair educational conditions for those poor schools
and students"( Lai, Kritsonis. 2006). Thereby , in
Asir region we should make sure of this point as there are isolated villages
that need to put this into consideration.
By understanding all the advantages and
disadvantages of computer we could achieve a high level of effectiveness" so we can get the maximum
effectiveness of technology to enhance second language learning." ( Lai and Kritsonis, 2006).
The success of using
computer or other technology depends basically on the teachers, their methods
and their enthusiastic to the teaching .
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