O n f e r e n c e

Items 
 
Mean 
SD 
Attitude 
Computers and computer-based 
technology 
are 
helpful 
for 
English teaching. 
4.08 
0.288 
CALL is necessary at CITD for 
distance education 
 
4.33 
0.651 
Experience 
Introducing the CD and instructing 
students how to use it. 
2.66 
0.492 
Counseling on some CDs available to 
take as extra materials. 
2.41 
0.668 
Encourage students to access the 
Internet 
for 
English 
learning 
resources. 
2.38 
0.389 
Encouraging students to use email 
or Forum for group discussion. 
2.25 
0.753 
Understanding 
of CALL 
Understanding of CALL 
2.36 
0.389 
Table 1: The teachers’ attitudes toward and their experience in
CAI
The teachers reported that they had obstacles to deal with. They have not been trained 
for CAI and consequently, know little about the technology. The responses to the survey 
for teachers indicated that all teachers had little intention to use computers in teaching 
partly because they lacked knowledge and experience in this field. The lack of training 
also led them to the tendency to complete the program on the time allocated by the 
management rather than to attempt to use computer assisted instruction, even though 
they were aware of its benefits. Importantly, they admitted that they did not know much 
about CALL, so they refused to take part in more discussion on this field.
In order to support the survey data from the teachers, another survey which aimed to 
investigate students’ attitude and use of CALL was also carried out. The similar responses 
from the students supported the data from the teachers’ survey. The data analyses of 
this section indicated that the students spent little time on and put little effort into CALL 
activities though they own positive attitudes toward CALL. This raised the question of 
what difficulties hinder students’ CALL. In the attempt of finding the answer for the 
question, it was revealed from the data that students lacke
d teacher’s instruction on how 
to utilize the CD, the Internet or email for English learning which discouraged them from 
using CALL activities. This resulted from the fact that students were not involved in CALL 
though they would have liked to use it. In other words, students were unconcerned about 
the use of computers in their English study because they lacked the guide to use it (see 
table 2). 

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-330- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be