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disagree options. The results indicated a significant difference. The researcher
interprets the difference among responses as reflecting the fact that D level students
may expect more individual attention and guidance from their teachers since they are
beginners. In addition, they may be in need of training for the effective use of CALL
programs. For Q3 and Q4 the differences between the ‘B and C’ and ‘B and D’ levels
may be explained as follows: Since C levels of students are elementary students and

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D levels of students are beginners they may need more guidance while studying on
their own. Furthermore, they may have high expectations from both their teachers
and the program and they may not be sufficiently autonomous to learn on their own.
In addition, they may expect the same behavior from their teachers in computer
sessions as in class sessions. Thus, the respondents may think that their teachers are
not as good at managing computer sessions as they are in class.
Finally, the researcher calculated the overall mean score of the responses
given to this section. The overall mean score of 2.66 for data collected from students’
questionnaire Section 4 indicates that students may have positive attitudes towards
the application of the CALL program since they remain closer to agree.
Perceptions of the Teachers of the Application of the CALL Program at the
Preparatory School of CBU
In order to collect data for the perceptions of teachers about the application of
the CALL program at the Preparatory School of CBU, the researcher calculated the
overall means and ran a Pearson Chi-Square Test. Table 16 presents the data from
the teachers’ questionnaire, Section 4.

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Table 16
Teachers’ perceptions of the application of the CALL program at the Preparatory
School of CBU
Options   
SD
D
A
SA
χ2
F
%
F
%
F
%
F         %
Q1
0          0.0
  5
22.7
13
59.1
  4    18.2       6.63
Q2
0          0.0
  1
  4.5
  5
22.7
16    72.7     16.45*
Q3
0          0.0
  3
13.6
  9
40.9
10    45.5       3.90
Q4
0          0.0
  1
  4.5
  3
13.6
18    81.8     23.54*
Q5
0          0.0
  1
  4.5
13
59.1
  8    36.4       9.90
Q6
1          4.5
  7
31.8
12
54.5
  2      9.1     14.00*
Q7
1          4.5
16
72.7
  4
18.2
  0      0.0     27.81*
Q8
1          4.5
12
54.5
  7
31.8
  1      4.5     22.54*
Note: SD: strongly disagree, D: disagree, A: agree, SA: strongly agree, F: frequency, %: percentage,
x2: Chi-Square, *p<.05.
Q1: The CALL programs can be used to teach grammar to support students’ learning.
Q2: The CALL programs can be used to teach vocabulary to support students’ learning.
Q3: The CALL programs can be used by students in practicing grammar to support their learning.
Q4: The CALL programs can be used by students in practicing vocabulary to support their learning.
Q5: Students’ interest in learning a language will increase by using computers.
Q6: I like teaching with computers.
Q7: I can monitor my students progress in a computer laboratory better than in class.
Q8: I believe students can learn more from computers than from books.
Figures may not add up to 100% because of missing data.
The results indicate that there are significant differences among the responses
on Q2, Q4, Q6, Q7 and Q8. While 96% of the participants stated that computer
programs could be used to teach and practice vocabulary to support students’
learning, only 4.5% stated they disagreed. Moreover, 64% of the participants stated
that they liked teaching with computers and 36% stated that they disagreed.
In order to find whether there was an effect of teaching experience on the
responses, the researcher did a further analysis and ran a One-way ANOVA Test.
However, the results show that there was no significant difference between the