O n f e r e n c e

Short paper 
Introduction 
One of the main fascinations of the 21st century is the way that computers and other 
mobile technologies are reconfiguring the lives of human beings (Martin & Madigan, 
2006).

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-35- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Today, these technologies are present everywhere, compelling learners and lecturers to 
immerse in mobile and computer-mediated teaching and learning activities in a very 
uncharacteristic way (Yang, 2009; Shana, 2009). Various computer-assisted language 
programmes are now being used in schools and universities to promote independent and 
collaborative learning amongst students (Ghasemi, Hashemi & Bardine, 2011; Tal & 
Yelenevskaya, 2012). At Cape Peninsula University of Technology (CPUT), computer-
assisted teaching and learning is gaining prominence and academics are being pressured 
to complement traditional approaches with self-directed online programmes (Pineteh, 
2012). Despite the pressure from the university management, computer-assisted 
language learning (CALL) is still a road less travelled especially in courses like 
Communication and Academic Literacy, designed to provide language support to its 
students. This is because students bring with them different levels of computer literacy 
and English language proficiency. Consequently, using computers to promote 
independent language learning has been embraced with mixed feelings (Pineteh, 2012; 
Naba’h, Hussein, Al
-
Omari & Shdeifat, 2009). Interestingly, CPUT’s Communication 
courses are designed to provide not only language support but also other generic 
academic and professional literacies required by students. However, the number of 
contact hours and human resources are usually inadequate for the very expansive 
Communication curricula. This means that lecturers have to devise smarter and 
innovative ways to impart knowledge to the students. Given that this is a university of 
technology, one of the ways to reduce the burden of the teaching and learning of 
communication skills is to use self-directed computer-assisted language programmes 
(Pata, 2009; Oxford, 2006; Longhurst & Sandage, 2004).
This paper is based on the pilot of a computer-assisted language programme-
Learning 
100
- in the Department of Information Technology at Cape Peninsula University of 
Technology, South Africa. It analyses quantitative and qualitative data gleaned from an 
online mini survey, open-ended questionnaires and semi-structured interviews. The 
interviews and mini survey sought to evaluate the usefulness of the programme in 
enhancing the language and communication skills of Information Technology students. In 
addition, they aimed to assess the challenges encountered by students and technical 
support staff during the pilot and the research process. The results of the survey and 
interview responses show that students were able to hone language and other academic 
skills. However, they hinted that to install and effectively run the programme on the 
CPUT computer systems was a logistical nightmare. The paper therefore argues that 
because of the quality of technology at CPUT as well as the disparate language and 
computer skills of its students, it is an arduous task to use computers as the main 
platform for language teaching and learning. To justify this argument, the paper charts 
the teaching of language and communication at CPUT, it describes the piloted online 
programme and research methodology. The paper also discusses some of the key 
findings from the empirical data.