Computer Assisted Language Learning (CALL) in

EFL Classroom in Bangladesh: A Study Conducted among

some students at BUBT

A Dissertation Submitted to the Department of English in

Bangladesh University of Business & Technology (BUBT)

Submitted By
Afroza Mili, ID-12132102003
Program: B.A (Hons) in English
Intake: 27th
Semester: Summer, 2016.

Bangladesh University of Business & Technology (BUBT)

Mirpur, Dhaka, Bangladesh.
October, 2016

1
 Computer Assisted Language Learning (CALL) in
EFL Classroom in Bangladesh: A Study Conducted among
some students at BUBT

Researcher
Afroza Mili, ID-12132102003
Program: B.A (Hons) in English
Intake: 27th
Semester: Summer, 2016.
Bangladesh University of Business & Technology (BUBT)

Supervisor

Md. Sabbir Ahmad

Assistant Professor
Department of English
Bangladesh University of Business & Technology (BUBT)
Mirpur, Dhaka, Bangladesh.

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 Declaration

I am Afroza Mili hereby declare that this dissertation entitled ‘Computer Assisted Language
Learning (CALL) in EFL Classroom in Bangladesh: A Study Conducted among some students at
BUBT’ is submitted to the Department of English, Bangladesh University of Business &
Technology (BUBT) Mirpur, Dhaka, Bangladesh, is my original work done under the
supervision of Md. Sabbir Ahmad Assistant Professor, Department of English. No part of this
dissertation is submitted to any institution or university for getting any degree. I also declare that
the information that is used for conducting the study are original. The dissertation has expressed
its indebtedness to those whose references have been used in study.

………………………
Afroza Mili
ID-12132102003
Program: B.A (Hons) in English
Intake: 27th
Semester: Summer, 2016.
Bangladesh University of Business & Technology (BUBT)

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 Certificate

This is my pleasure to certify that the dissertation entitled: ‘Computer Assisted Language
Learning (CALL) in EFL Classroom in Bangladesh: A Study Conducted among some students at
BUBT’ submitted to the Department of English in Bangladesh university of Business &
Technology (BUBT), Dhaka, Bangladesh, is an original work done by Afroza Mili under my
supervision. This dissertation has not been submitted for any other degree / diploma, fellowship
or other similar title to any candidate of any university.

Supervisor

-------------------------------------
Md. Sabbir Ahmad
Assistant Professor
Department of English
Bangladesh University of Business & Technology (BUBT)

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 Acknowledgement
First and foremost I would like to express my cordial gratitude to the Almighty Allah for giving
me the strength and the ability to complete the dissertation within the scheduled time. I would
like to express my gratitude to my research supervisor Md. Sabbir Ahmad, Assistant Professor,
Department of English, Bangladesh University of Business & Technology (BUBT), Dhaka for
opening the door to opportunity to do research under his sincere guidance. Without his effort, it
would not be possible for us to submit the dissertation. I consider it a blessing from the Almighty
to have the right person for guiding my research. My special thanks go to Amanee Khandker,
Assistant Professor and Chairman, Department of English, Bangladesh University of Business &
Technology (BUBT). Lastly, I express my heartfelt gratitude to my parents and my younger
brother for their loyal support.

Afroza Mili
ID-12132102003
Program: B.A (Hons) in English
Intake: 27th
Semester: Summer, 2016.
Bangladesh University of Business& Technology (BUBT)

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 Abstract
This paper investigates an important area of learning English that is Computer Assisted
Language Learning (CALL). The aim of the study is to show a complete overview of Computer
Assisted Language Learning (CALL)in EFL classroom in Bangladesh. In Bangladesh most of
the EFL learners do not get the facilities of learning through technology that can be one of the
major reason behind the backwardness of learners in learning a foreign language. This study is
conducted among thirty students of Department of English of BUBT. Those students are
considered as a representative of EFL learners at tertiary level. The finding of the study shows
that learners are interested and want to learn through CALL but there are many obstacles and
challenges of learning language through computer. This dissertation is recommended the ways of
applying CALL in EFL classroom after examine the obstacles.

Key Words:CALL English, learning, foreign, language, computer, technology, tertiary, learners,
obstacles, challenges, application.

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 Table of Contents

Chapters Titles Pages

Numbers
DECLARATION i
CERTIFICATE ii
ACKNOWLEDGEMENT iii
ABSTRACT iv
Introduction 1-5

1.1 Introduction 1
1.2 Statement of the Problem 1
1.3 Significance of the Study 2
1.4 Purpose of the Study 2
1.5 Objective of the Research 2
1
1.6 Research Questions 3
1.7 Nature of the Study 3
1.8 Literature Review 3-4
1.9 Rationale 4
1.10 Scopes and Limitations 4
1.11 Conclusion 4-5
Computer Assisted Language Learning (CALL) 6-24
2.1 Introduction 6
2.2 The Computer 6
2.3 How Do Computer Work? 7
2 2.4 History of CALL 7-8
2.5 Computer Assisted Language Learning 8
2.6 Kinds of CALL Available in Learning 8-9
2.6.1 Behavioristic CALL
2.6.2 Communicative CALL
2.6.3 Interactive CALL

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 2.7 CALL Methodology 9-10
2.8 Uses of CALL in English Language Learning 10-13

2.8.1 Computer as Drill and Practice,

2.8.2 Computer as Tutor,
2.8.3 Computer as Simulation / Problem Solving,
2.8.4 Computer as Game,
2.8.5 Computer as Tool for ELT teachers and
learners, and
2.8.6 Applications of Internet for ELT.

2.9 Advantages of CALL in Language Learning 13-14

2.10 Limitations of CALL in Language Learning 15-16
2.11 CALL and Language Skills 16-18
2 2.11.1 Speaking
2.11.2 Reading
2.11.3 Listening
2.11.4 Writing

2.12 Learner Autonomy and CALL 18-19

2.13 CALL and other Technology Enhanced Learning 19-20
2.14 Education System in Bangladesh 20
2.15Necessity of CALL in Bangladesh 21
2.16 Challenges of learner learning through CALL in 21-22
Bangladesh.
2.17 Difficulties of Computer Assisted Language 22
Learning in Bangladesh
2.18 Effectiveness of CALL in Bangladesh 23
2.19 Application of CALL in Bangladesh 23-24
2.20 Conclusion 24

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 Methodology of the Research 25-26
3.1 Introduction 25
3.2 Sample and Sample Size of the Study 25
3.3 Data Sources 25-26
3 3.3.1 Primary Data
3.3.2 Secondary Data
3.4 Data Collection Methods 26
3.5 Data Analysis 26
3.6 Conclusion 26

Findings and Discussions 27-59

4.1 Introduction 27
4.2 Report of the Survey over EFL Learners 27-28
4 4.2.1 CALL Materials in Classroom
4.3 Finding from EFL Learners Questionnaire 29-57
4.4 Recommendation 58
4.5 Conclusion 59
BIBLIOGRAPHY 60-63
Appendices 64-69

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 Chapter 1
Introduction
1.1 Introduction
Today, in twenty first century learning English becomes an important issue. As a global
language, we need English in every global aspect. At the same time twenty first century is
considered as a technological age. If we add technology with learning English, learning will be
easier and interesting for learners. In Bangladesh, Computer Assisted Language Learning
(CALL) should fascinate for the purpose of effective EFL (English as a Foreign Language)
learning. But it is a matter of great sorrow that most of EFL learners in Bangladesh are deprived
of these opportunities. As a result Bangladeshi learners cannot overcome their backwardness in
learning English. For the development of learners as well as Bangladesh we have to overcome all
the obstacles of learning through technology and we have to establish CALL in EFL classroom.
The aim of this study is to find out all the obstacles and challenges of learners in learning
through CALL and also show the ways of applying CALL in EFL classroom in Bangladesh.

1.2 Statement of the problem

Although many developing countries throughout the world still use chalk and blackboard and
learn without dust. Learning process without technology makes learning boring and lengthy that
can be one of the reason of learners’ backwardness in learning foreign language. As a result
learners lost their willingness of learning English. It becomes quite impossible for learners to
learn a foreign language special for Bangladeshi learners. They cannot interact with native
speakers without any access to social media or internet and other communicative sites which
creates negative effect in learning a foreign language. Through a big variety of ready-made
language learning software in the market such as WIDA, Oxford Advanced Learner’s Dictionary
on CD- ROM, Learn to Speak English, Encyclopedia. Computer would allow learners to
progress at their own pace and work individually to solve problems, provide immediate
feedback, and also allow learners to know whether their answers are correct or not, and provides
them with the correct answers if their answers are not correct. Traditional learners do not get
those facilities. In Bangladesh, it seems that many universities have not enough technological
support, as a result, in spite of learner’s willingness they cannot learn through computer and
other technology. So it is important to provide sufficient CALL materials to the learners and also
apply CALL effectively in EFL as well as SLA classrooms.

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1.3 Significance of the study
Though there are many researches on Computer Assisted Language Teaching in Bangladesh but
the concept of CALL is quite new in Bangladeshi context there is hardly any study in this area.
So this study can contribute to enrich the literature and theories on CALL in Bangladeshi
context. Besides, if any university decides to initiate a computer assisted language course this
study will inform them about the existing situation of CALL at the tertiary level. This study will
help the teachers and the administrators to understand why it is important to provide sufficient
CALL materials to the learners and also the necessity of using CALL in EFL as well as SLA
classrooms. At the same time this study will focus on the challenges of learners in using CALL
and also will suggest the ways of applying CALL in EFL classrooms in Bangladesh.

1.4 Purpose of the study

To implement the concept of digital Bangladesh in the educational sector, it is important to learn
English through technology. But most of the cases learners face many problems while learning a
foreign language assisted by Computer. So the purpose of this study is to look at the challenges
for which learners cannot learn through CALL that might be the reason behind learners’
backwardness towards learning English. Another purpose of the study is to recommend the ways
of applying CALL in EFL classrooms.

1.5 Objective of the Research

The study would seek out the problems which learners face in Computer Assisted Language
Learning at tertiary level. The objective of the study are-

• To highlights the obstacles of learner learning through CALL in EFL classroom in

Bangladesh.
• To show the ways of applying CALL in EFL classrooms in Bangladesh.
• To find out whether learners have accessibility in technology or not.
• To find out whether teachers and learners are well trained in using CALL at their
classrooms or not.
• To focus on the necessity of CALL in EFL classrooms in Bangladesh.
• To investigate whether institutions have sufficient CALL materials in their
classroom or not.
• To highlights the advantages of CALL in EFL learning.

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1.6 Research Questions
The study attempts to answer the following questions:
• What are the advantages of CALL in EFL learning in Bangladesh?
• What are the opinions of EFL learners’ at tertiary level regarding the use of CALL in
language classroom in Bangladesh?
• What are the challenges that EFL learners’ at tertiary level face while using Computer
assisted tools in a language classroom in Bangladesh?
• What are the possible strategies to successfully overcome the challenges that EFL
learners’ face while using CALL pedagogical tools in a language classroom in
Bangladesh?
• How can CALL successfully be applied in EFL classes in Bangladesh?

1.7 Nature of the Study

The present research is descriptive as well as explanatory in nature. This study is conducted
among thirty students of Department of English, BUBT. Learners’ opinion regarding learning a
foreign language via CALL is collected through questionnaire, and classroom observation
checklist. The study observes the obstacles of learners’ learning through CALL and shows the
ways of applying CALL in EFL classrooms in Bangladesh. This study also shows the ways of
developing learners’ language skills by using technology.

1.8 Literature Review

Though there were many researches on CALL in foreign countries but there are few researches
on CALL in Bangladesh. In Bangladesh most of the researchers study on Computer Assisted
Language Teaching. They find out that teachers should be trained for effective language teaching
by Computer.Mahmuda Akhter (2012) investigated on Computer Assisted Language Teaching in
Bangladesh at tertiary level. The finding of the study shows that teachers are not well trained and
learners do not get enough materials for their learning. Naima Afrin investigated on integrating
Computer Assisted Instruction in the EFL classroom, the finding of the study reports that the
teachers of EFL have positive attitudes towards the use of computer in general but teachers are
not well trained. Nazmun Naher (2013) illustrated about what teachers perspectives and attitudes
towards implementation of CALL in EFL classroom of the English medium and Bangla medium
secondary schools of Bangladesh. She recommended that collaboration among teachers, school
authority, education board and the government support are needed to implement CALL in
Bangladesh for utilizing effective teaching and learning practices.

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There are some other studies in foreign countries that conducted on the advantages of CALL.
Fletcher and Atkinson (1972) carried out one of the earliest studies in which the students of the
experimental group received eight to ten minutes of Computer Assisted Language Instruction per
day for five months; the remainder of the day was the same for all students. The findings of the
study revealed that the performance of most students who received computer-assisted instruction
was better than the performance of those who did not. Cantos-Gomez (1997) carried out a study
to investigate the use of computer-assisted language learning activities in English and their effect
on the students’ motivations to learn. She found that the students in the experimental group, who
used computer, showed more motivations to learn English than those in the control group.
Researchers of Bangladesh and other countries investigated on the necessary of teachers training,
advantages and effect of CALL. But still the challenges of learners learning through CALL and
the ways of applying CALL after solving those problem are still not unfolded. Those matters are
investigating in this study.

1.9 Rationale
Learning English has become an important issue now a day. Learning a foreign language
sometimes become difficult for learners especially in Bangladesh. Computer is a modern
technological device which makes this difficult task easy for the learners. This study will show
how computer can be used in learning language, its advantages, its important, its effect in
learning, limitation and the obstacles of Bangladeshi learners learning through computer. This
study will show how teachers and learners can apply CALL in real life education, what steps are
necessary for applying CALL. This study will not only beneficial for the learners but also for
teachers, authorities, and Government as the development of a country depends on its people
especially students.

1.10 Scopes and Limitation

Since CALL was, quite a new concept in Bangladesh there was hardly any study on CALL in
Bangladeshi context. This study was conducted on some universities in Dhaka. The scenario of
the universities outside Dhaka might be different.

1.11 Conclusion
The role of computer in language learning has changed significantly in the last three decades.
Previously, computers used in language learning were limited to text. Simple simulations and
exercises, primarily gap-filling and multiple-choice drills, abounded. Technological and

13
pedagogical developments now allow us to integrate computer technology into the language
learning process. Multimedia programs incorporating speech-recognition software can immerse
students into rich environments for language practice. Concordance software with large language
corpora provides students with the means to investigate language use in authentic contexts. And
the Internet allows for a great number of opportunities to communicate in the target language,
access textual and multimedia information, and publish for a global audience. If the learners get
the accessibility in computer assisted language learning than they can get those advantages of
CALL. Learners should overcome all the challenges of using CALL and should apply it in
learning foreign or second language.

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 Chapter 2
Computer Assisted Language Learning (CALL)

2.1 Introduction
Technology has become an indispensable part of twenty first century and people can hardly go
without the assistance of modern inventions. Education in developed countries is already
dominated by computer and other modern facilities and the developing countries like Bangladesh
are also heading towards that. However, while leading to technology enhanced education system.
Bangladesh may face several challenges like lack of necessary equipment’s, problems face by
learners in applying CALL and so forth. This research attempts to find out the challenges of
Bangladeshi learners in applying CALL to show the ways of applying CALL in EFL classroom
in Bangladesh.

2.2 The Computer

A computer is a device that accepts information (in the form of digitalized data) and manipulates
it for some result based on a program or sequence of instructions on how the data is to be
processed. Complex computers also include the means for storing data for some necessary
duration. In other word, it is an electronic device that processes information with great speed and
accuracy. Computers process information by helping to create the information itself, by
displaying, storing, recognizing, and communicating information to other computers. In general
they process numbers, words, still or moving pictures, and sounds. The computer has changed
the way people work, learn, communicate, and play. It is used by students, teachers, and research
scientists as a learning tool all over the world, as well as by individuals at home to study, work
and entertain. In Encarta Encyclopedia (2000) it is recorded that the first electronic digital
computer was developed by the Hungarian-American mathematician John von Neumann to solve
problems in mathematics, meteorology, economics, and hydrodynamics. Then, the American
physicist John Mauchly proposed the electronic digital computer called ENIAC and build it with
the American engineer J. Presper Eckert at the University of Pennsylvania in Philadelphia.
ENIAC which is completed in 1945 is regarded as the first successful, general digital computer.
However, it weighed more than 27,000 kg and contained more than 18,000 vacuum tubes. The
computer’s vacuum tubes were replaced by a team of six technicians each month and it had to be
reprogrammed for each task. ENIAC initially was used for military purposes. Fortunately, the
technology of computer hardware, the physical parts of computer systems, has advanced
tremendously since then. Today a single microprocessor of approximately 2 kg can do the same
work as that pioneering machine (Snyder: 2000, in Encarta Encyclopedia).

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2.3 How Do Computer Work?
The computer and its components are known as hardware. In other words, hardware is
equipment involved in the function of a computer. Computer hardware consists of the
components that can be physically handled. The function of these components is typically
divided into three main categories: storage, input, and output. To illustrate, computer hardware
includes memory that stores data and instructions on CD-ROMs and Floppy Disks via the CD-
ROM drive and Disk drive; the central processing unit (CPU) that carries out instructions; the
Bus the electronic circuitry that connects various computer components via wires or circuitry;
the input devices, such as a keyboard or mouse, that allow the user to communicate with the
computer; and the output devices, such as printers and video display monitors and speakers, that
enable the computer to present information to the user. The last device the Modem enables
connection to the internet via the telephone connection. The memory capacity of a computer is
measured in kilobytes (K), that is, a computer with a capacity of 64 K can hold over 64000
characters, letters and numbers, in its memory (Ditto: 2000). On the other hand, the programs
that run the computer are called Software. Software, is the set of instructions a computer uses to
manipulate data, such as a word- processing, (e.g., to write a letter), program or a video game.
These programs are usually stored and transferred via the computer's hardware to and from the
CPU. The interaction between the input and output hardware is controlled by software called the
Basic Input Output System software (BIOS). Software programs are loaded on either disks or
CD- ROMs (compact discs). There is a big variety of readymade language learning software in
the market today. Some of these are WIDA, Oxford advanced Learner's Dictionary on CD-
ROM, Learn to Speak English, Encarta Encyclopedia and many more.

2.4 History of CALL

CALL's origins can be traced back to the 1960s. Up until the late 1970s CALL projects were
confined mainly to universities, where computer programs were developed on large mainframe
computers. The PLATO project, initiated at the University of Illinois in 1960, is an important
landmark in the early development of CALL (Marty 1981). In the late 1970s, the arrival of
the personal computer (PC) brought computing within the range of a wider audience, resulting
in a boom in the development of CALL programs and a flurry of publications. Early CALL
favored an approach that drew heavily on practices associated with programmed instruction.
This was reflected in the term Computer Assisted Language Instruction (CALI), which
originated in the USA and was in common use until the early 1980s, when CALL became the
dominant term. There was initially a lack of imagination and skill on the part of programmers, a
situation that was rectified to a considerable extent by the publication of an influential seminal
work by Higgins & Johns (1984), which contained numerous examples of alternative approaches
to CALL. Throughout the 1980s CALL widened its scope, embracing the communicative

16
approach and a range of new technologies. CALL has now established itself as an important
area of research in higher education. The 1980s have witnessed the spread of computers both in
educational institutions and in people's homes. Since the beginning of the '80s computers have
also found their way into many schools. CALL software has also become more readily available
on the market (Ittelson: 2000). The emergence of inexpensive computer technology and mass
storage media, including optical videodiscs and compact disks, has given instructional
technologists better tools to work with. Compact disks are used to store large amounts of data,
such as encyclopedias or motion pictures. In CALL centers with computers and software such as
CD-ROM, CD-I, or videodiscs, a student who is interested in a particular topic can first scan an
electronic encyclopedia, then view a film on the subject or look at related topics at the reach of a
button. Thus, such learning centers present students with the advantages of reference materials
and popularize computer-aided instruction. The computer laboratory has become an integral
component of foreign-language programs in most educational institutions (Hardisty&Windeatt:
1989). Computers have been used for language teaching for more than three decades.

2.5 Computer Assisted Language Learning (CALL)

Computer-assisted language learning (CALL) is an approach to teaching and learning in which
the computer and computer-based resources such as the Internet are used to present, reinforce
and assess material to be learned. It usually includes a substantial interactive element. It also
includes the search for and the investigation of applications in language teaching and learning.
CALL has also been known by several other terms such as technology-enhanced language
learning, computer-assisted language instruction and computer-aided language learning but the
field is the same.
Computer-assisted language learning (CALL) is succinctly defined in a seminal work by Levy
(1997: p. 1) as "the search for and study of applications of the computer in language teaching and
learning". CALL embraces a wide range of information and communications
technology applications and approaches to teaching and learning foreign languages.
Jones and Fortescue (in Gunduz 2005:197) say that in CALL setting, computer is a flexible
classroom aid which can be used both by teachers and students inside or outside the classroom in
a variety of ways. Many studies indicate that CALL provides an innovative and effective
alternative for language instructors (Warshauer and Healey, 1998). After analyzing all these
definitions, it can be said that CALL is an approach for teaching and learning where computer
and computer-based facilities are used to present, reinforce and assess materials to be learned
and includes interactive elements.

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2.6 Kinds of CALL Available in Learning
Though CALL has developed gradually over the last 30 years, this development can be
categorized in terms of three distinct phases which are known as behavioristic
CALL, communicative CALL, and integrative CALL.

2.6.1 Behavioristic CALL

It was formed in the late 1960s and used widely in the 1970s under the influence of Audio-
lingual teaching method. In this stage of CALL, repetitive language drills, referred to as drill-and
practice were used. The computer was seen as a mechanical tutor who never allowed students to
work at an individual pace, which hindered motivation. Further, it included extensive drills,
grammatical explanations and translation at 198various intervals (Warschauer& Healey 1998).

2.6.2 Communicative CALL

It was the period of the 1980s. This period was the time that behavioristic approach to language
teaching was being rejected at both theoretical and pedagogical level, and also personal
computers were creating greater possibilities for individual work at school. Communicative
CALL corresponded to cognitive theories which stressed that learning was a process of
discovery, expression and development. Under the influence of Communicative Language
Teaching defendants of communicative CALL argued that computer based activities should
focus more on using forms. Software developed in this period included text reconstruction
program and simulations. In communicative CALL, the focus was not so much on what students
did with the computer, but rather what they did with each other while working at the computer.

2.6.3 Interactive CALL

By the 1990s communicative CALL began to be criticized. New second language acquisition
theories and socio-cognitive views influenced many teachers and lead them to use more social
and learner-centered methods. This time, emphasis was put on language use in authentic social
contexts. Task-based, project-based and content-based approaches all sought to integrate learners
in authentic environments, and also to integrate the various skills of language learning and use.
In integrative approaches, students are enabled to use a variety of technological tools as an
ongoing process of language learning and use rather than visiting the computer lab once a week
basis for isolated exercises.

2.7 CALL Methodology

Computer Assisted Language Learning (CALL) is a method by which learner are learning
through computer. It makes learning easier than traditional classroom. Learners can develop their
learning by CALL methodology. Computers allow the learners to carry out tasks which are
impossible in other media such as providing feedback automatically on certain kinds of exercises

18
or editing a piece of writing by deleting, moving and inserting text. It also allows learners to
learn in spite of staying at home. Even learners can attend their exam through online. Now days
we do not have go miles for giving interview, we can give interview via internet. Technology
again fascinated learning by giving the opportunities of PDF download by which learners can
download their books. The main characteristics of the methodology for CALL are:

1-The use of a variety of interaction patterns in class: Students can work individually, in
pairs, and groups, or as a whole class in CALL laboratories.

2-Information-transfer and information-and opinion-gap tasks:

a) Information-transfer activities In CALL generally activities involve transferring
information from one medium to another; that is, from one student to another, or from one group
to another group. Students listen to a tape-recording of a story and then sequence the events of
the story, or match sentences spoken with the characters in a story, or load a text written by
another group of students into a word-processor. The networked computers provide the optimum
conditions for information-transfer activities.
b) Information-gap activities CALL lessons frequently involve an information-gap,
with one student, or group of students needing information from others in the class to complete
an activity. Sometimes the computer itself has the information hidden. The programs which
involve total or partial deletion are examples of activities based on such an information gap.
c) Opinion-gap or problem solving activities a number of CALL lessons are based on
opinion-gap activities. The students have different opinions concerning a problem-solving
scenario, such as the cheapest way of allocating resources in a spreadsheet, or a simulation.
Alternatively, the difference of opinion may be over the best ending to a short story written on a
word-processor. Assigning different roles to students can lead to creativity.

3-Fluency and accuracy practice one of the characteristics of many CALL programs is that the
students have to pronounce or 200type in exactly the answer the computer expects because the
computer can only accept the answers it has been programmed to accept. This limitation is very
useful in practice because it provides motivation for the students to use the language as
accurately as possible.

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2.8 Uses of CALL in English Language Learning
This section gives a brief overview of how CALL has been used or can be used for the purpose
of language learning and teaching. The use of CALL can be divided as follows:
- Computer as Drill and Practice,
- Computer as Tutor,
- Computer as Simulation / Problem Solving,
- Computer as Game,
- Computer as Tool for ELT teachers and learners, and
- Applications of Internet for ELT.

2.8.1Computer as drill and practice

In this use of CALL, computers are viewed as a tool for saving time with the immediate
feedback. The main aim of Drill and Practice is to review the content / background knowledge,
and to assist the learners to master separate language skills (such as reading, listening, etc.)
Drill and practice consists of three steps: Providing stimulus; Receiving active response from the
learner; and giving immediate feedback.
There are several types of drill and practice activities (exercises) such as Paired Associate
(Matching); Sentence Completion; Multiple Choice; Part Identification; True-False; and Short-
Answer questions.
Well-designed Drill and Practice programs can record the learner’s progress and scores and the
time a student spends on each exercise. Some programs add timing features to help the learner to
control their speed while practicing. Drill and practice CALL programs in the early years
focused on practicing language skills and components separately (such as vocabulary, grammar
(such as irregular verbs, past tense, and articles).

2.8.2 Computer as tutor

The role of the computer as tutor is to present to the learners the content of the lesson as text
graphics, video, animation, or slides, including learning activities, drills and practice. The
computer serves as a means for delivering instructional materials.
The program consists of the following stages: Introduction stage (stating aims, background
knowledge), Presentation of the content, exercises and/or testing; and Giving the feedback.

2.8.3 Computer used for simulation / problem solving

Simulations and problem solving is used to foster analysis, critical thinking, discussion and
writing activities. The program is designed to create language interaction through problematic
situations, conditions or problems challenging for the learner to solve. Many simulation
programs are problem solving games, which are entertaining and educational ("edutainment").
Oregon Trail (1995-1998) (CD-ROM) is one of the earliest educational simulation problem
solving games. Other educational simulation problem solving games are Carmen Sandiego, A
Day in the Life (1995), and Carmen Sandiego Word Detective (1999), which helps learners to

20
master essential language skills, Amazon Trail II (The Learning Company) which is a simulation
of a trip up the Amazon River.

2.8.4 Computer as game

The main principle behind computer gaming is that "Learning is Fun." The main aim is to create
a pleasurable learning environment, and to motivate the language learner. However, good
educational games should have clear educational objectives.
CALL games and simulation games are similar in that both are designed to motivate students to
learn through entertainment. However, they are different in certain ways. Simulation games
always use simulations (real life situations) in the presentation of a game, while CALL games
focus on providing fun, but challenging environment to the learner. Though CALL games have
clear learning objectives, they are different from Tutorials and Drill and Practice. The main
function of CALL games is not so much to present the language content as tutorials do but to
provide entertainment to the learner.
Examples of CALL vocabulary games are Spelling Games, Spelling Bee and Magic
Hat, Scrambled Word, Word Worm, Hangman, Word Order, Find a Word, Word
Puzzles, Spelling Buddy, Cross Words, I Love Spelling (DK multimedia), Scrabble
Deluxe (Virgin Games) (Computerized version of the board game), etc.

2.8.5 Computer as Tool for Teachers and Learners

Word Processors
The most common tool used by teachers and learners in CALL is probably word processors.
Word Processors are tools for creating documents for making handouts, sheets, desktop
publishing, letters, and flyers for language teaching and learning. There is a variety of word
processors available, ranging from high quality programs such as Microsoft Word, Coral Word
Perfect, and Claris Words.

Spelling Checkers
Spelling checkers are tools for ELT teachers and learners for conducting spelling check. Most
high quality word processing programs such as Microsoft Word, Word Perfect have built in
spelling checkers. However, there are separate spelling checking programs available such
as Spell it Deluxe (1997) or Sentry Spelling-Checker Engine.

Grammar Checkers
ELT teachers can use grammar checker programs to check and point out grammatical problems
in writing. Like spelling checkers, grammar checkers can be a separate program such
as Grammatik or built-in programs such as the Grammar Check in Microsoft Word. However,
these grammar checkers still have limited abilities and are intended for native speakers. So they
are not recommended for ESL/EFL learners since they may be confusing.

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Concordances
Teachers and learners can use concordance software to search in huge databases to find all the
uses of particular words. It might be confusing for ESL/EFL beginners. The best Concordance
for ELT teachers and students is Oxford Micro Concord. The software includes a total of about
1,000,000 words from British newspapers.

Collaborative Writing
Collaborative writing is software that helps the learner to write collaboratively on computers,
which are linked in a local area network. Daedalus Integrated Writing Environment is the most
popular one. This software includes real-time discussion, word processing, electronic mail,
brainstorming, and a dictionary.

2.8.6 Internet applications

Computers can be connected to the internet and can incorporate interactive multimedia: text,
graphics, audio, video, and animation. It can be said that the explosive growth of the internet has
given new life to interactive media and CALL.
To access text, graphics, audio, video, and animation published on the internet, the teacher and
learner need to use "Web browser" software, a computer based graphical program that allows
users to search and explore information on the internet. Common Web browsers are Netscape
Navigator and Microsoft Internet Explorer. It is expected that the internet will become one of the
most popular mediums for CALL because it allows for world-wide distance education.
The use of the internet is easy. The user usually interacts just by clicking the mouse. Easy
navigation is an advantage of using the internet in linking to different sites around the world.
The followings are internet applications that ELT teachers can use for language learning.

Electronic mail (E-mail)

Computer-mediated communication makes it easy for ELT learners to have direct authentic
communication with the teacher, other learners or interested people around the world by using e-
mail. E-mail is an excellent method for teaching interactive writing. One of its advantages is that
it provides interaction with native speakers through pen-pal correspondence. E-mail writing is
considered to be more personal and meaningful than classroom writing activities.

File Transfer Protocol (FTP)

The File Transfer Protocol (FTP) is a facility for transferring files over the internet. The original
FTP was available on the UNIX system. But now FTP is also available on the web, and it is
becoming more user-friendly than the one operating on the UNIX system. When the user
connects to a remote computer with FTP, he/she is communicating between the two machines:
one local and one remote. Once connect to the remote computer with FTP, they can do several

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jobs concerning files such as sending local files (text and binary--images, and sound) to the
remote site, retrieving files from the remote site, changing directories, naming and deleting files
both on the local and remote sites. ELT teachers can use FTP to download or up download files
such as software programs, texts, images, sounds, videos.

World Wide Web (www)

Computer networks have allowed to connect to information around the world, and share millions
of documents—texts, graphics, sounds, and video via hypertext keywords or links. The web or
www now has absorbed many of the above services. For example, the web can now do e-mail,
ftp, chat and voice chat, desktop conferencing, and MOOs (Multiple-user-domains Object
Oriented), which allows for real time communication. The www provides a rich resource of
"authentic materials" for language teaching and learning. Learners can find information which
suits their own interests and fields of study. The teacher and learner can search for the following
materials on www.com. One example is http://www.englishinaction.com/

2.9 Advantages of CALL in Language Learning

Many educators indicate that the current computer technology has many advantages for second
language learning. The following are the advantages as stated by many experts:

1. Interest and motivation

Classical language teaching in classroom can be monotonous, boring, and even frustrating, and
students can lose interest and motivation in learning. CALL programmers can provide student
ways to learn English through computer games, animated graphics, and problem-solving
techniques which can make drills more interesting.

2. Individualization
CALL allows learners to have non-sequential learning habit; they can decide on their own which
skills to develop and which course to use, as well as the speed and level by their own needs.

3. A compatible learning style

Students have different style of learning, and an incompatible style for students will cause
serious conflicts to them. Computer can provide an exciting “fast” drill for one student and
“slow” for another.

4. Optimal use of learning time

The time flexibility of using computer enables students to choose appropriate timing for learning.
Learning anywhere, anytime, anyhow, and anything learners’ want, which is very true for the
web-based instruction and CALL. Learners are given a chance to study and review the materials
as many times they want without limited time.

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5. Immediate feedback
Students receive maximum benefit from feedback only if it is given immediately. A delayed
positive feedback will reduce the encouragement and reinforcement, and a delayed negative
feedback affect the crucial knowledge a student must master. Computer can give instant
feedback and help the students ward off his misconception at the very first stage. CALL gives
immediate feedback, allowing students at their own pace, and causing less frustration among
students.

6. Error analysis
Computer database can be used by teacher to classify and differentiate the type of general error
and error on account of the influence of the first language. A computer can analyze the specific
mistakes that students made and can react in different way from the usual teacher, which make
students able to make self-correction and understand the principle behind the correct solution.

7. Guided and repetitive practice

Students have freedom of expression within certain bounds that programmers create, such as
grammar, vocabulary, etc. They can repeat the course they want to master as many as they wish.
According to Ikeda (1999) in Kiliçkaya (2007), drill-type CALL materials are suitable for
repetitive practice, which enable students to learn concepts and key elements in a subject area.

8. Pre-determined to process syllabus

Computer enhances the learning process from a pre-determined syllabus to an emerging or
process syllabus. For example, a monotonous paper exercise of ‘fill-in-the-blanks’ type can be
made more exciting on the screen in the self-access mode, and students can select their own
material. Therefore, CALL facilitates the synthesis of the pre-planned syllabus.

2.10 Limitations of CALL

# Cost
• Schools may lack funds for CALL implementations. Some CALL hardware and
software are very expensive. It is problematic in schools that have limited funding.
• The design of good CALL software needs expensive equipment and cooperative team
work.
• Not all students can access in the internet. In many developing countries, there is a
problem of "have" and "have not" internet between the rich and the poor.

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# Teacher's Attitudes and Anxiety
• ELT teachers may have negative attitudes towards CALL.
• There is fear that CALL might replace teachers.
• Many ELT teachers are anxious about CALL because they have limited skills and
experience in CALL theory and delivery.
• There is fear that the computer might isolate students from social activities.

# Training
• A lot of ELT teacher’s still lack training and skills in using the CALL, and training
costs are high.
• Training learners to use computers takes students’ time away from other educational
activities.
• ELT teachers may lack the necessary computer-related skills

# Hardware, Computability, and Technical Support

• Computer hardware is difficult to install and maintain for classroom teachers.
• Spontaneous language production is still limited by the hardware capabilities such as
voice-recognition and voice recording.
• Graphics and sounds provided on the computer are sometimes unrealistic and
incomprehensible.
• CALL presentation is sometimes restricted by the capabilities of the hardware (not
enough RAM to run big CD-ROM programs).
• Disk space is still problematic for storing large multimedia files.
• CALLS (CD-ROMs) are sometimes not suitable for all computers, platforms and
hardware.
• Web pages appear differently on different computer platforms (Windows, Mac). It
sometimes makes students confused.

# Software
• There are many poor CALL software programs due to the lack of programmers with
linguistic knowledge, language teaching approaches, and experiences.
• A lot of CALL software (Drill and Practice type) focus on teaching separate, discrete
language skills and component, ignoring discourse, contexts, and cultures.
• Some CALL (the internet) does not support face to face communication (E-mail, chat)
well, though some present technologies can provide sounds and pictures during
communication there are some limitations with speed, sound and picture quality.
• A lot of CALL activities (Behavioristic CALL) are limited to certain types of exercises
such as multiple choices, true false, matching, ignoring question-answer interactions.

25
 • There are a lot of web pages of poor quality. There is a lot of junk on the internet.
Teachers need to evaluate internet web pages with great care before downloading or
assigning the students to access them.
• At present CALL software still lacks ability of abstract reasoning and problem-solving
processes.

# Accessing and Searching CALL

• The Internet is not yet fast enough. Access to audio, video and graphic files is usually
slow.
• Searching on the internet is not always easy. It is common to get lost on the Internet
since it is non-linear.
• Searching on the Internet takes time due to lack of effective search engines on the web.
Many users end up with no information after searching for many hours.
• Access to the internet is not so easy. Sometimes the lines are busy due to over use.
• In some areas it takes time to access the internet via modem, and the users are
frustrated due to some limitations of telephone lines.

# Feedback and Evaluation

• Feedback is still limited. It has to rely a lot on the teacher’s input.
• Feedback on quizzes (on the internet) is sometimes slow.
• Evaluation and exams on the net is still difficult. It may cause some in convenience
and students might cheat since it is not closely supervised (compared to conventional
tests using paper and pencil).

2.11 CALL and Language Skills

Computers offer learners various activities for developing different language skills. They can
provide a useful and motivating medium for both integrated skills and separate activities.
Warschauer & Healey (1998) describe them as follows:

2.11.1. Reading Skills

There are three main ways in which computers are useful in helping language learners develop
reading skills.
a) Incidental reading. Most of the CALL programs, whether oriented towards reading or not,
involve the learner in reading text for the successful completion of the activity.
b) Reading comprehension. Traditional question and answer CALL programs are used for
reading comprehension as well as grammar and vocabulary development.

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c) Text manipulation. There are a number of ways in which computers can manipulate
continuous text which involve the learner in close study of the content and structure of the text.
An example might be shadow reading which provides students with authentic texts. Additionally,
sentence structure, speed reading and cloze-reading are some of the alternative ways of
developing reading skills.

2.11.2 Writing Skills

The Word Processing program is one of the most common purposes for which computers are
used and it is regarded as the most powerful to use when starting to work with CALL. In order to
use word processors learners have to be familiar to the keyboard of the computer and they also
have to learn the following before using the computer:
• Learn how to start a word processor
• Learn how to delete and insert a letter, a word or a larger chunk of text
• Learn how to save text
• Print a text
• Moving words, lines, sentences, etc. around.
Word-processing programs transform the computer into a sophisticated and flexible writing aid
that can improve learners' writing skills and their attitude toward writing. The main principle of
word-processing programs is based on the ability to manipulate text freely. By writing text into
the memory of a computer, the writer can play round with his text until entirely satisfied. The
word-processor provides useful practice for guided and free writing.

2.11.3 Speaking Skills

Oral communication is very important in language learning process. In today's language
classrooms, considerable emphasis is given to oral activities in which learners use the language
they have learned to communicate with each other. These activities include simulations, role-
plays and discussion. Computer simulations provide a stimulus for such a work, as they offer
both a focus for oral activity and a continually changing scenario for learners to talk about.
Computers have a useful contribution to the development of oral skills if they are used wisely
(Hammersmith: 1998).
Dialogue studies can be made by the computers with the aid of the movies; students can watch
these dialogues can see the conversation, setting and cultural atmosphere clearly. They can also
see the body movements and the semiotic background of the conversations and earn a powerful
experience and thus improve their communicative competence. These all pave the way to their
communicative performances through reinforcing their accuracy, intelligibility and fluency.
The main advantage of computer simulations is that they are very motivating. They give learners
instant feedback on the effects of their decisions, and this feedback itself stimulates arguments
and comments, suggestions and counter suggestions.

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2.11.4. Listening Skills
Listening activities that use the computer are more complex than the other kinds of CALL
materials since they involve equipment other than the computer itself. One of the simplest ways
of giving practice in listening comprehension is to use a multiple-choice or fill-in program in
conjunction with a cassette recorder or the latest multimedia containing a recorder. In addition to
the normal feedback given after a wrong answer, the computer can let the learner hear the
relevant part of the tape again. If a separate cassette recorder is used, the error message can give
the learner appropriate counter numbers. Another simple technique is to use a tape with a test-
reconstruction program which enables learners to reconstruct a summary of a recorded anecdote
on screen by the help of the tape.

2.12 Learners Autonomy and CALL

Autonomic learning refers to self-directed learning. Learner autonomy refers to a student's ability
to set appropriate learning goals and take charge of his or her own learning. However,
autonomous learners are dependent upon teachers to create and maintain learning environments
that support the development of learner autonomy.
Through Computer Assisted Language Learning learners can develop their self-directed learning.
CALL motivates learners towards autonomic learning. It decreases learner’s dependency on
teachers. Learners can know any information through internet; computer also allows learners to
correct their mistakes through error analysis. Learners can correct and practice their grammar
and vocabulary while writing in word processors (which correct wrong spelling and sentence
structure). Learners can also know any unknown information from internet. Sometimes learners
do not feel comfortable or hesitate while speaking English in front of others or when teachers
correct their mistakes. Learners can practice their speaking, writing, listening, reading skills
through various learning websites by staying at home without the help of teachers. I have
uncounted more than thousands of learning websites. Some English learning websites are:
Learn English Listening ESL:
https://play.google.com/store/apps/details?id=vn.scdgroup.bbclearningenglish&hl=en
Learn English with ABA English:
https://play.google.com/store/apps/details?id=com.abaenglish.videoclass&hl=en
ABA English: Learn English Online - English course:
http://www.abaenglish.com/en/
Computer Technology has contributed much to the concept of Autonomous Learning in terms of
facilitating learner autonomy thorough enabling a vast amount of materials for self-learning
(Godwin-Jones, 2011). According to Schemenk (2005:107): “The popularity of learner
autonomy may be at least partially related to the rise of computer technology and the growing
importance of computers in language learning environments worldwide”. Therefore, Godwin-
Jones (2011) emphasizes that students should be encouraged to develop and use meta-cognitive
strategies which help to improve learner autonomy thorough the use of computer technology.

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2.13 CALL and other Technology Enhanced Learning
CALL can directly support the learning of individual students with wide differences in their
abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage and
remember. There are numerous ways that technology in the classroom can be leveraged to
address diverse learning needs. To do this efficiently and effectively requires careful selection,
purposeful planning and thoughtful implementation. Technology includes physical and process
applied science that can be incorporated into a project. There are several types of technology use
in foreign language learning:

1. Use of computers in the classroom:

Computers have evolved and they have changed the way the look and the way they function.
Now days we have both desktop computers and portable computers commonly known as
notebooks or laptops. New technologies have also emerged and birthed some new computer
related gadgets like the iPad or Galaxy tablet. Modern computers come with installed
applications which can help students study well. For example, students can use internet explorer
to search the internet, they can use word processing application to write notes. Teachers can also
help their students to learn complicated applications on these computers as a way of making it
easier for students to learn and also make the teacher’s job easier.

2. Creating class websites and blogs: It is very easy to create a website or blog using Word
Press or any other content management software. Learners can create class blogs were they post
assignments. Students will find all academic assignments via that blog. It is very easy to manage
and post data to a blog.

3. Use of digital microphones in the classroom: Big classrooms are characterized by endless
noise, so teachers can resort to these wireless digital microphones. The microphone will transmit
the voice to the loud speakers and every student will hear their teacher clearly. This helps the
teacher not to strain their voice while trying to explain points to their students. These digital
microphones are not too expensive so even a small income generating institution can manage to
buy a wireless microphone for every classroom. Also students can use the same microphone
when asking questions to their teachers in class, or when they are explaining a subject to their
fellow students during a classroom debate.

4. Use of mobile devices: Teachers and students can use smart-phones for academic purposes in
the classroom. Mobile learning is becoming so popular. It is similar to e-learning or long
distance education. Though it’s based on mobile phones. M-Learning is convenient because it is
accessible from anywhere. Mobile phones are very light yet they can also have the same
application a simple PC can have, a student can access academic information like assignments

29
via an educational mobile application (APP). All this can be done in the classroom or outside the
classroom.

5. Use of smart interactive Whiteboards: Modern smart white boards have a touch screen
functionality, so the teacher can illustrate points using a pen or their finger. Using a projector,
teachers can display visual images on these white boards which improves the learning process.
Students will learn more easily with visual images. Also students can use a white board to draw,
write or manipulate images. Smart whiteboards come in various sizes, the wide ones are better,
because they can show a lager image and can also be used by two students at a time. Most of
them are electronically powered, so they can be switched on with a button, and they can also
save teachers work for later use.

6. Use of online media: Teachers and students can both use online streaming Medias to learn in
the classroom. With the aid of a projector, computer, internet and a white board, a teacher
displays a real-time example using sites like www.youtube.com. This website has videos which
can be used for academic reference.

2.14Education system in Bangladesh

The education system of Bangladesh is broadly divided into three categories—
A. General education,
B. Madrasa education and
C. Technical and Vocational education.

General education: There are three parts of General education. Those are:
1. Primary education, 2. Secondary education and 3. Tertiary education
• Primary education, managed by the Ministry of Primary and Mass Education, is consisted
of grade 1 to 5.
• The secondary education into three sub-categories—junior secondary (grade 6 to 8),
secondary (grade 9 to 10) and higher secondary (grade 11 to 12).
• The students who get their higher secondary certificate (HSC) can enroll in tertiary
education. They can go for 3-year degree pass course in degree level college or 4-years
honors course based on their capacity and interest.
There are total 88 universities in Bangladesh—31 public universities and 54 private universities.
Bangladesh National University (BNU) and Bangladesh Open University (BOU) are two special
universities where the former offers university courses in affiliation with different colleges and
the later provides non-campus distance education. Besides private universities, there are two
international universities that provide world class standard education.
Madrasa education: Madrasa education is very similar to general education but the secondary
phase is known as Dakhil and higher secondary stage is known as Alim.

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Technical and vocational: Technical and vocational courses are offered in vocational and trade
institute after the completion of primary level.

2.15 Necessity of CALL in Bangladesh

Development of a country depends on its education system. Bangladesh can develop its
condition by applying technology especially CALL in education system. There are many other
reasons for which Bangladesh need CALL in learning. Those are:

1. In a country of more than 140 million populations, it is not possible for the Bangladesh
government to make infrastructure to admit all the students. By initiating CALL program, a
small number of institutions can provide education to a large number of students.

2. Bangladesh government has declared to build ICT based digital Bangladesh and CALL is a
crucial part of that goal.

3. CALL is very cost effective since it does not require any classroom and students also do not
need to come to class or purchase reading materials. All the reading materials can be provided
through internet.

4. Online registration and advising save time both for the students and teachers. A number of
universities have started to perform the formalities of registration through online.

5. CALL provides self-learning opportunities for the students and they can continue working
beside their study.

The demand for higher education is increasing but many students drop out after their higher
secondary education due to various reasons like poor socio-economic condition, dearth of
universities in many areas and so forth. CALL can meet the demand of higher education and
better learning materials of these students ensuring quality output.

2.16 Challenges of learners learning through CALL in Bangladesh

Using technology in the classroom is not without difficulties. Learners may face various
problems such as:

1. A major barrier a learner in Bangladesh may face while attempting to use technology in the
classroom or workplace is lack of effective training. Without thorough understanding of the
technology at hand it will be impossible to bring out optimum results.

31
2. Issues such as tracking down appropriate information, miss pelt addresses, slow connections,
blocked access, system crashes, loose wires, out-of-date plug- ins, out of date websites, lack of
administrative privilege and antiquated hardware can ensure that many EFL instructors avoid
using the Web.

3. Implementing new technologies require financial expenses for hardware, software, training
and staffing. Not all students have technology at home so they may not be able to submit
homework. It is not always possible to fund language programs with such high cost, especially in
the developing countries. Therefore, most of the technologies remain ‘distant dreams’ to a good
number of teachers in our country. Availability of high quality software and hardware can also
be a pressing problem for willing professionals.

4. The educator needs to invest time to learn how to master the technology, think about how to
implement it in the classroom and also evaluate whether all the hassle is worth it at all. This is a
potential disadvantage as there is often uncertainty as to whether a new technology will actually
prove to be a blessing or a curse.

5. The problem with Internet-based multimedia is that images, sounds, and videos need relatively
large files that take a long time to download. This waiting period slows down the interactions
between the student and the materials, wastes time, and creates an uncomfortable impression.

6. Technology always has the possibility of malfunctioning. Moreover, in Bangladesh there is the
constant threat of power failure posing the question of whether or not a plan can be smoothly
carried out.

2.17Difficulties of Computer Assisted Language Learning in

Bangladesh
CALL is till now a new concept for the Bangladeshi learners. To introduce e-learning education
system, there are a number of challenges need to be faced. Except the urban areas, computer and
internet connection is not accessible for common people in many areas. The poor socioeconomic
condition of Bangladesh might posit a huge challenge for the implementation of CALL. The
students in developing countries are used to authoritarian classroom setting. In such a situation,
initiating e-learning courses will be very challenging and the challenge for students is not only
about technology but also about the structure of educational setting. Again the lack of flexibility
in the curricula, learners’ lack of responsibility for their own learning, time management and
indifference of the administration to be responsible for the failure of e-learning program in
Bangladesh. High technology, user friendly environment is also necessary for the success of e-
learning. Lack of trained teachers to conduct e-learning courses is another problem to be
considered. Besides most of the materials used for Computer Assisted Language Learning are

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developed in western context. So developing local materials that are relevant to Bangla language
and culture is very important to implement e-learning.

2.18 Effectiveness of CALL in Bangladesh

CALL has had several effects on the foreign language learning process. Effectiveness of CALL
in Bangladesh has discussed below
• First of all students will develop their skill in technology,
• They will overcome their backwardness in technology,
• Computer will enhance their learning process,
• Foreign language learning will be easier for them by the use of CALL program,
• It will help their autonomic learning,
• Learners can develop their listening, learning, speaking and reading skill through
CALL,
• They can catch up with this technological world,
• This will help them to learn without the help of teachers,
• Learners can get news of all around the world through the use of internet,
In sum up educational system of Bangladesh will be rapidly develop through the use of CALL
which will develop the social, economic, technological situation of this country.

2.19 Application of CALL in Bangladesh

Computer is one of the greatest invention of modern technology which enhance our learning
process in the field of learning a foreign or second language. Still almost most of the universities
of Bangladesh are not using CALL in their learning process. This is one of the main barrier of
learners to develop their learning. The following steps can be taken for applying CALL in
language learning:

1. Governments’ awareness: As a researcher I observed that government’s awareness play a

vital role in applying CALL in Bangladesh. Most of the students of Bangladesh comes from
middle class and poor family. Most of the time it becomes very difficult for the parents to
buy computer, laptop, smart phone for their children. As a result students are depriving from
using CALL in their learning. CALL can apply in language classes if Bangladesh
government provides computer or laptop for each student especially at tertiary level.

33
2. Changing classroom’s environment: Classroom environment like learning material,
learning process should be change for applying CALL in classroom. Following step can be
taken for applying call in classroom:
• Learners can send their assignment to their teacher by email instead of paper.
• Teachers can use slide, PowerPoint in giving lectures.
• It will be beneficial for learners to use internet and website for reading text or any
information.
• Learners can save PDF file of their texts.
• They can use word processor in writing documents instead of papers.
• Learners can use online dictionary.
• They can know each and every information from internet instead of traditional note
books.

3. Motivating learners towards CALL: In Bangladesh learners are habited in traditional

classrooms, teachers have to motivate them in learning with technology. Teachers should
inform learners about the advantages of CALL which will inspire learners in learning with
CALL.

4. Changing learners’ attitude: Learners attitude is very important in using CALL. They have
to rear positive attitude in technological use.

2.20 Conclusion
Many technological advances have been made throughout history making life easier, one of
which is the computer. Computer Assisted Language Learning (CALL) is a technological media
through which learners can make their EFL learning easier and effective. There are many
obstacles and challenges of learners as well as Bangladesh in learning through CALL. Learners
have to overcome all those and have to apply CALL in learning a foreign language.

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 Chapter 3
Methodology of the Research

3.1 Introduction
Methodology is a science of methods of research and the method of logical description.
Methodology is procedure of research techniques. It is the logic of scientific investigation.
Methodology means description, explanation and justification of the entire procedure through
which the research is conducted. Research Methodology includes things that make research a
systematic process or mechanism. Research methodology justify and clarify the means and ways
as to how the research attempts to conduct the research. Research methodology refers to the
techniques and procedures that are adopted to carry out a study. Sampling, instrumentation, the
data collection procedures for investigation, and the data analysis methods are discussed in this
part of research. This research attempts to find out challenges of applying Computer Assisted
Language Learning (CALL) at the tertiary level students of BUBT at Mirpur, Dhaka. I collected
data from that field. To serve the purpose, I prepared questionnaire for students and supplied
those questions to them for their opinions regarding the problems. I further interviewed the
students. I also observed some Computer Assisted Language classes to know the real scenario of
EFL classes through technology. There are various types of research and the term is usually
considered to include research design, data collection, data analysis, data presentation etc.

3.2 Sample and Sample size of the Study

A sample is a part of population which is studied in order to make inferences about the whole
population. The way sample are selected is called sampling. It means that sampling is a method
of obtaining data of a particular population by investigating only a representative part of them.
Here population is the whole field or area of observation to which the researcher is seeking
information. Methodology of a research has to clearly define the sample and the size of the
study. Here the students of department of English of BUBT are the representative of the whole
tertiary level student of Bangladesh. For this study thirty students of Department of English are
selected. A good representative is found through the large sample size. For this purpose I select
thirty students. Only one type of sample is used for the present study: Students.

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3.3 Data Sources
Sources from which data are collected are called data sources. Generally data sources are two
kinds: Primary sources of data and secondary sources of data. In the present research both kinds
of data sources are used for collecting data.

3.3.1 Primary Data

Primary data have been collected from classroom observation, survey and interviewing students.

3.3.2 Secondary Data

Secondary data have been collected from reading books, various documents, websites, journals,
M.A (Arts), Ph.D. and M Phil dissertation.

3.4 Data Collection Methods

The present study is both quantitative and qualitative in nature. So it can be said that the
proposed study is mixed method. The following methods have been used in the research.
• Questionnaire survey methods.
The following tools have been used:
a) Questionnaire for students
b) Classroom observation checklist has been used.
• Observation methods.

3.5 Data Analysis

I have been collected data from thirty students at tertiary level of BUBT. There are 29 questions
for students for students. The data, analyzed in the study, have been presented through tables,
graphs, pie chart, column etc.

3.6 Conclusion
Research Methodology is one of the most important chapters, it has described various methods
of data collections like classroom survey, questionnaire survey. It describes sampling, processes
of sampling, data sources, processes of data collection and data analysis, data collection tools
and instruments.

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 Chapter 4
Findings and Discussions

4.1 Introduction
This chapter attempts to sum data which have been collected, analyzed and presented in the
research. This chapter mainly exhibits the overall status of learner’s perception, their concept,
attitudes towards CALL. This chapter will also show the result of the collected data from the
students which will focus on whether their classes are fascinated with CALL or not, the
challenges of students in learning through CALL and learners opinions about classes assisted
with CALL Vs traditional classroom. This chapter also recommends some solution of the
challenges and the ways of applying CALL in classroom.

Name of the University: Bangladesh University of business & technology.

Name of the Program: Department of English
Number of Students: 30

4.2 Report of the Survey over EFL Learners

As a researcher I prepare 29 questions for students. This questionnaire includes multiple choice,
ranking, yes no and open ended questions that have been used to add information from EFL
learners on the concerning issue. The questionnaire is organizes in such a way that after
collecting and analyzing the finding of the quantitative data, it would show the challenges,
problems, obstacles of applying call and also students willingness of learning through CALL
program.

37
4.2.1 CALL Materials in Classroom

CALL Materials Classroom with facilities Classroom without

facilities

Enough Space Yes

Sufficient Light Yes
Sufficient Fans Yes
Seats arranged with chair Yes
and desk / for group
Supply of Electricity Yes
CC Camera Yes
Air Condition Yes
Computers for teachers Yes
Projector Yes
Internet access for teachers Yes
Computers for Students No
Internet access for learners No
Google Docs ( word No
processor, spreadsheet )
Web Browsers No
Email Packages (email, No
Drive )
PDF Software No
Audio facilities No
Video facilities No
Sound box No
Microphone No

Figure: CALL Materials in EFL Classroom.

38
4.3 Finding from Students Questionnaire

After collecting the data from learners through questionnaire, the finding of the data are given
below:

100%
90%
80%
70%
60%
100%
50%
40%
30%
20%
10% 0%

0%
Yes No

Figure 1: Learning English as a foreign language.

Chart 1 Yes No
Are you learning English as a foreign 100% 0%
language?

At the very first I ask to the learners that they are learning English as a foreign language
or not. In Bangladesh context English acts as a foreign language. So, as a student of
department of English 100% students say that they are learning English as a foreign
language.

39
 0, 0%
10%

50%
40%

Sometimes Often Always

Figure 2: Role of technology in learning a foreign language.

Chart 2 Sometimes Often Always

Do you think that technology has any
role in learning a foreign language? 10% 40% 50%

In this chart, here are the opinions of learners about the role of technology in learning a
foreign language. In this chart we can see that 40% students say often, 50% say always
and 10% say sometimes technology plays important role in learning a foreign language.
From this response we can find that learners are also aware of the role of technology.

40
 Yes 96%

No 4%

0% 20% 40% 60% 80% 100%

Figure 3: Learners access to technology.

Chart 3 Yes No
Do you have any access to technology? 96% 4%

Before discussing about CALL, it is important to know the accessibility of learners in

technology. In this chart we can see that 96% learners have accessibility in technology
whereas 4% do not have any accessibility in technology. From the answers of learners we
can find that most of the learners have access in technology and very few learners are
deprive from this accessibility.

41
 56.66%

33.33%

6.66%
3.33%
DESTOP LAPTOP SMART PHONE TAB

Figure 4: Various technological devices used by learners.

Chart 4 Desktop Laptop Smart phone Tab

Which technological
devices are you using? 33.33% 56.66% 6.66% 3.33%

In this chart we can see that all most all students are using technological devices, some of
them use more than one devices and all most all have smart phone alone with other
devices. Among them 33.33% learners uses Desktop, 56.66% Laptop, 6.66% Smart
phone, and 3.33% Tab. We can see that all learners are using technological devices.

42
 16.66%

Yes
6.66%
No

Not very well

76.66%

Figure 5: Learners can operate computer.

Chart 5 Yes No Not very well

Can you operate computer? 76.66% 6.66% 16.66%

In this chart 76.66% learners say yes, 60.66% No, and 16.66% say not very well in the
response of the question that they can operate computer or not. We can see that most of
the learners can operate computer whereas very few cannot and some learners can
operate but cannot totally operate. So, this might be one of the obstacles of applying
CALL in EFL classroom. If we want to apply CALL, we have to train learners very well.

43
 80%

20%

YES NO

Figure 6: Learners have accessibility in internet.

Chart 6 Yes No
Do you have any internet access? 80% 20%

As a technological age, internet plays very important role especially in learning language
through computer. For this reason I wanted to know whether learners have accessibility
in internet or not. In response 80% say they have and 20% say they have not any access
in internet. Through this answer we know that still some learners do not have any access
in internet which might be a barrier of learning through CALL, before applying CALL
this problem should be solved.

44
 83.33%

13.33% 3.33% 0%

Sometimes Often Very often Rerely

Figure 7: Learner’s classes are fascinated with by computer.

Chart 7 Sometimes Often Very often Rarely

Is your classes facilitated 13.33% 3.33% 0% 83.33%
with computer?

In the answer of the question whether learner’s classes are fascinated with by computer or
not. In response 13.33% say sometimes, 3.33% say often, 0% say very often and 83.33%
say rarely their classes are fascinated with computer. Through this answer of learners it
becomes clear that their classes are not fascinated with computer or rarely do they learn
through computer.

45
 Yes
93.33%

No
0% Sometimes
6.66%

Yes
No
Sometimes

Figure 8: Use of computer as a tool for learning.

Chart 8 Yes No sometimes

Can you use computer as a tool for 93.33% 0% 6.66%
learning?

In this chart learners give their opinions towards the use of computer as a tool for
learning. We can see that 93.33% say yes they can use computer as a tool whereas 0%
say no and 6.66% say sometimes they can. This response shows learners positive
attitudes towards using computer as a tool for learning.

46
 Strongly 0%
Disagree

10%
Neutral

20%
Agree

66.66%
Strongly

Figure 9: Computer can help in learning a foreign language.

Chart 9 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Do you agree that computer can
help in learning a foreign 66.66% 20% 10% 3.33% 0%
language?

This chart shows learners opinion whether computer can help in learning a foreign
language or it cannot. Most of the learners shows positive attitudes towards this issue.
66.66% strongly agree, 20% agree, 10% neutral, and 3.33% disagree on this issue that
computer can help in learning a foreign language.

47
 Using computer for
knowing Composing any
pronunciation of document in word
English word processor
20%

Using computer as
a dictionary

Using internet for

searching any
information

Figure 10: Different activities of computer in learning.

Chart 10 1 2 3 4
How can you use Composing any Using internet for Using computer Using computer for
computer in learning? document in word searching any as a dictionary knowing
processor information pronunciation of
English word
26.66% 30% 23.33% 20%

The answer of this question shows different activities of computer in learning. 26.66%
learners say that they use computer for composing any document in word processor, 30%
learners say that they use computer for using internet for searching any information,
23.33% learners say that they are using computer as a dictionary, and 20% learners say
that they are using computer for knowing pronunciation of English word. This response
reveal the use of computer in learning.

48
 76.66%

20%
3.33%
0% 0%

Strongly Agree Agree Neutral Disagree Strongly

Disagree

Figure 11: Computer is viewed as a tool for saving time with immediate feedback.

Chart 11 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Do you agree that computer is
viewed as a tool for saving time 76.66% 20% 3.33% 0% 0%
with immediate feedback?

In this chart we get learners opinion on the issue that computer is viewed as a tool for
saving time with immediate feedback or not. In response 76.66% strongly Agree, 20%
Agree, 3.33% remain Neutral, and no learners Disagree or Strongly Disagree on that
issue. Through this question we can know learners positive attitudes towards the
advantages of computer.

49
 7%

Often
23% Sometimes
Never

70%

Figure 12: Computer as a tool for drill and Practice a foreign language.

Chart 12 Often Sometimes Never

Can you take computer as a tool for drill 70% 23.33% 6.66%
and Practice a foreign language?

In response of the question that whether learners can take computer as a tool for drill and
practice or not, 23.33% say sometimes, 6.66% say never whereas 70% say they can take
computer as a tool for drill and practice a foreign language. This chart make it clear
another advantages of computer that learners can take computer as a tool for drill and
practice.

50
 Agree 90%

Not 10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Figure 13: Learners can develop their writing skill through Word Processor.

Chart 13 Agree Not

Learners can develop their writing skill through Word 90% 10%
Processor, Agree or Not?

The opinions of learners in this question show that 90% learners agree that they can
develop their writing skill through Word Processor, whereas very few only 10% do not
agree on that issue. Writing is an important skill while learning English language. By this
response it becomes clear that learners can develop their writing skill through Word
Processor.

51
 66.66%

23.33%

6.66%
3.33% 0%

Strongly Agree Agree Neutral Disagree Strongly

Disagree

Figure 14: Computer helps to increase learner’s vocabulary and grammar through error analysis
on Word Processor.

Table 14 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Do you agree that computer helps to
increase learner’s vocabulary and 66.66% 23.33% 6.66% 3.33% 0%
grammar through error analysis on
Word Processor?

In this chart we can see that 66.66% learners Strongly Agree, 23.33% Agree, 6.66%
Neutral, and 3.33% disagree on the issue that computer helps to increase learner’s
vocabulary and grammar through error analysis on Word Processor. Through this
response of the question it becomes clear that computer works as an error analyzer which
reflects another advantages of computer in learning.

52
 7% 0%

10%

Strongly Agree
Agree
50% Neutral
Disagree
Strongly Disagree
33%

Figure 15: Learners can practice their pronunciation, spelling and grammar without the help of
teachers by using computer as a tool.

Table 15 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Do you agree that learners can practice
their pronunciation, spelling and 50% 33.33% 10% 6.66% 0%
grammar without the help of teachers
by using computer as a tool?

In the response of these question 50% learners Strongly Agree, 33.33% Agree, 10%
Neutral, and 6.66% disagree that learners can practice their pronunciation, spelling and
grammar without the help of teachers by using computer as a tool. From their opinion it
becomes clear that computer enrich learner’s autonomic learning.

53
 3.33%
Not

96.66%
Agree

Figure 16: Learners can analyze their lacking, mistakes by their own while using call which
develop their autonomic (self-directed) learning.

Table 16 Agree Not

Learners can analyze their lacking, mistakes by their own while
using call which develop their autonomic (self-directed) learning. 96.66% 3.33%
Agree or not?

Here in this chart we can see that almost all learners show positive attitude towards
CALL in autonomic learning. Around 96.66% learners agree that they can analyze their
lacking, mistakes by their own while using CALL which develop their autonomic (self-
directed) learning whereas very few learners 3.33% do not agree on this issue.

54
 20%
Yes

No

80%

Figure 17: CALL decreases learner’s dependency on teachers.

Chart 17 Yes No
Does CALL decrease learner’s dependency on teachers? 80% 20%

In this issue that CALL decreases learners dependency on teachers or not, 80% learners
give positive answer and 20% give negative answer. Majority of learners agree that
CALL decrease learner’s dependency on teachers which increase learner’s autonomic
learning.

55
 Sometimes Often Always

Figure 18: CALL motivates learners toward autonomic or self-directed learning.

Chart 18 Sometimes Often Always

Does CALL motivate learners towards autonomic or 13.33% 23.33% 63.33%
self-directed learning?

This chart shows the opinion of learners on the issue that CALL motivates learners
towards autonomic or self-directed learning or not. 13.33% learners say sometimes,
23.33% say often whereas 63.33% learners say always CALL motivate learners towards
autonomic learning. By learners opinion another advantages of CALL shows that it
motivates learners towards autonomic learning.

56
 50%
40.00%

6.66%
3.33% 0%

Strongly Agree Agree Neutral Disagree Strongly Disagree

Figure 19: Learners can attend their classes, submit their assignment (via email) through CALL
in spite of staying at home or other places.

Chart 19 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Do you agree that learners can
attend their classes, submit their 50% 40% 3.33% 6.66% 0%
assignment (via email) through
CALL in spite of staying at home
or other places?

Here in this chart we can see that 50% learners strongly agree, 40% Agree, 3.33%
Neutral, 6.66% Disagree, and 0% Strongly Disagree that learners can attend their classes,
submit their assignment (via email) through CALL in spite of staying at home or other
places. It reflects the fact that CALL gives opportunities to learn in spite of staying at
home.
57
 Yes 96.66%

No 3.33%

Figure 20: CALL gives the opportunities to attend exam through online.

Chart 20 Yes No
Does CALL give the opportunities to attend exam through 96.66% 3.33%
online?

As a researcher I seek for learner’s opinion on the issue that whether CALL gives the
opportunities to attend exam through online or not. Almost all learners, 96.66% learners
say yes whereas very few learners say no in response. By their opinion learners make it
clear that they also agree that CALL provides online exam facilities.

58
 70%

20%

6.66%
3.33% 0%
Strongly
Agree
Agree Neutral
Disagree
Strongly
Disagree

Figure 21: CALL gives flexibility to language learning.

Chart 21 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Does CALL give flexibility to 70% 20% 6.66% 3.33% 0%
language learning?

I seek for learner’s opinion that whether CALL give flexibility to language learning or
not. In response 70% strongly Agree, 20% Agree, 6.66% Neutral, 3.33% Disagree, and
0% strongly disagree on the issue. Through this chart we can observe that most of the
learners feel flexible learning through CALL.

59
 83.33%

16.66%

0% 0% 0% 0%
1 2 3 4 More than None

Figure 22: Learners opinions about the number many classes are assisted by CALL.

Chart 22 (Classes per Week)

Is there any application of CALL in your 1 2 3 4 More None
classroom? If yes than how many classes than
are assisted by CALL?

16.66% 0% 0% 0% 0% 83.33%

In the issue of whether there is any application of CALL in learner’s classroom or not,
and the number of classes assisted by CALL, 16.66% learners say they get one classes
per week whereas 83.33% say do not get any Computer Assisted Language Classes.
From this response learners make it clear that they are deprived of learning through
CALL.

60
 Traditional
Classroom,
13.33%

CALL, 86.66%

Figure 23: Interest of learners in learning through CALL vs Traditional Classroom.

Chart 23 CALL Traditional

Classroom
Which class do find more interesting? 86.66% 13.33%

In this chart we can see that most of the learners, about 86.66% learners choose CALL
and only 13.33% prefer Traditional classroom. By this response of learners it becomes
clear that learners are interested in learning through CALL.

61
 46.66%
43.33%

6.66%
3.33% 0%
Strongly Agree Agree Neutral Disagree Strongly Disagree

Figure 24: Learning through computer makes it easier and interesting.

Chart 24 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Do you agree that learning through
computer makes it easier and 46.66% 43.33% 6.66% 3.33% 0%
interesting?

In this chart we can see that 46.66% strongly agree, 43.33% Agree, 6.66% Neutral, and
3.33% Disagree that learning through computer makes it easier and interesting. From this
response learners make it clear that they are interested in CALL which makes learning
easier.

62
 3.33%

Yes
No

96.66%

Figure 25: Learners need CALL program for effective learning.

Chart 25 Yes No
Learners need CALL program for effective learning. Give your 96.66% 3.33%
opinion.

I seek for learners’ opinion on the issue that learners need CALL program for effective
learning, 96.66% learners show positive response that they need CALL for effective
learning whereas very few learners, 3.33% show negative opinion on this matter.

63
 60%

33.33%

6.66%
0% 0%

Strongly Agree Agree Neutral Disagree Strongly

Disagree

Figure 26: Teachers and learners should be trained for applying CALL in classroom.

Chart 26 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Do you agree that teachers and
learners should be trained for 60% 33.33% 6.66% 0% 0%
applying CALL in classroom?

In the answer of the question whether teachers and learners should be trained for applying
CALL in classroom or not, 60% learners Strongly Agree, 33.33% Agree, 6.66% Neutral
and no one disagree on this issue. By the response of learners it becomes clear that it is
necessary to train teachers and learners for applying CALL.

64
 Students do not
have any individual I cannot use
computer properly,
computer in
classroom., 16.66%
26.66%

Lake of CALL software

in our institutions
computer.,
20%

Our teachers hardly Our teachers are not

use CALL in our well trained for this
classroom., we cannot learn from
16.66% them.,
20%

Figure 27: Challenges of learners while applying CALL.

Chart 27 Responses
Are you facing I cannot Lake of CALL Our teachers Our Students do
other challenges use software in our are not well teachers not have any
while applying computer institutions trained for this hardly use individual
CALL? properly computer. we cannot learn CALL in computer in
from them. our classroom.
classroom.

16.66% 20% 20% 16.66% 26.66%

In this chart we can see that learners face various challenges while learning with CALL.
16.66% learners say they cannot use computer properly, 20% learners say there is
leakage of CALL software in our institutions computer, 20% say their teachers are not
well trained for this we cannot learn from them, 16.66% say their teachers hardly use
CALL in our classroom, and 26.66% learners say that they do not have any individual
computer in classroom. There are various challenges while applying CALL. If we want to
apply CALL we have to solve those problems.

65
 Strongly Agree,
70%

Agree,
26.66%

Neutral,
3.33%
Disagree, Strongly Disagree,
0% 0%

Figure 28: EFL learners can develop their learning skill by applying CALL in classroom.

Chart 28 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Do you agree that EFL learners
can develop their learning skill 70% 26.66% 3.33% 0% 0%
by applying CALL in
classroom?

In this chart we can see that 70% learners Strongly Agree, 26.66% Agree, and 3.33%
Neutral on the issue that EFL learners can develop their learning skill by applying CALL
in classroom. From this opinion it can be say that CALL can develop EFL learners
learning skills.

66
 73.33%
Strongly Agree

20%
Agree

6.66%
Neutral

0%
Disagree

0%
Strongly Disagree

Figure 29: Application of CALL can be beneficial both for learners and teachers.

Chart 29 Strongly Agree Neutral Disagree Strongly

Agree Disagree
Application of CALL can be
beneficial both for learners and 73.33% 20% 6.66% 0% 0%
teachers. Give your opinion.

From the opinion of learners 73.33% learners Strongly Agree, 20% Agree, and 6.66%
Neutral on the issue that whether application of CALL can be beneficial both for learners
and teachers or not. Through this opinion we can observe that CALL is beneficial both
for learners and teachers.

67
4.4 Recommendation
Technology plays very important role in learning a foreign language. In developed countries
learners enhance their learning skill in English by the help of computer assisted language
learning. In Bangladesh most of the learners’ do not get the opportunities of learning English
with technology (CALL). As a result they cannot catch up with modern world. In this study, I
have found many challenges of learners’ in case of learning with technology. Teachers,
authorities, and government should take necessary step to overcome those challenges for
applying call in EFL classroom in Bangladesh.
Here are some recommendations to overcome those challenges for applying CALL in EFL
classroom.

• Teachers can create EFL learners web group or page where all information about EFL
learning will be updated.
• Government should provide Personal Computer (PC) for EFL learners.
• Authority of private university should provide Personal Computer (PC) for EFL learners.
• Authority should increase CALL materials in their institutions.
• Institutions should have free and open internet facilities for learners.
• Government should decrease the cost of technology specially the cost of personal
computer (PC).
• Teacher should made awareness about applying CALL in classroom.
• Teachers and learners should be trained for applying CALL in classroom.
• Teachers should motivate the EFL learners about the advantages of CALL.
• Teachers can give assignment via email instead of paper.
• Teachers should train learners about using CALL materials.
• Last of all as a researcher I should recommend that both teachers and learners should
have positive attitude towards Computer Assisted Language Learning (CALL).

CALL has several effects on foreign language learning. Learners can develop their learning skill
as well as technological skill by using CALL. It will able learners to catch up with modern
technology which will be beneficial for learners as well as the whole nation.

68
4.5 Conclusion
Learning English becomes most prominent issue in now a day. When technology and English
walk together, it enhances learning with great speed. Computer Assisted Language Learning is a
media through which learners can learn English effectively. It develops learner’s autonomic
learning skills (reading, writing, speaking, and listening). Learners get the scope of learning in
spite of staying at home. It also develops learners’ technological skills. In Bangladesh, most of
the universities are not facilitated with CALL program. As a result learners cannot catch up with
develop countries. Application of CALL in EFL classroom will enhance learners learning as a
foreign language which will be also beneficial for Bangladesh.

69
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73
 Appendices
Appendix 1

Questionnaire for Learner

Name:
Id No:
Intake:
Program:
This questionnaire is prepared only for collecting data for an academic research work. Your
answers to the following questions are very much necessary for the research. You are, therefore,
requested to answer the questions. The data that you will provide will be considered as
confidential as you like and will be used only for the research purpose. So, please provide your
opinion, observation and experience that you feel appropriate for the following questions.

Topic: Computer Assisted Language Learning (CALL) in EFL classroom in

Bangladesh.
1. Are you learning English as a foreign language?
a. Yes
b. No

2. Do you think that technology has any role in learning a foreign language?
a. Sometimes
b. Often
c. Always

3. Do you have any access to technology?

a. Yes
b. No

4. Which technological devices are you using? (You can mark more than one)
a. Desktop
b. Laptop
c. Smart phone
d. Tab

74
5. Can you operate Computer?
a. Yes
b. No
c. Not very well

6. Do you have any internet access?

a. Yes
b. No

7. Is your class facilitated with computer?

a. Sometimes
b. Often,
c. Very often,
d. Rarely

8. Can you use computer as a tool for learning?

a. Yes
b. No
c. Sometimes

9. Do you agree that computer can help in learning a foreign language?

a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

10. How can you use computer in learning? (You can mark more than one)
a. Composing any computer for document
b. Using internet to search information related with my learning
c. Using computer as a dictionary
d. Using computer for knowing pronunciation of English word.

11. Do you agree that computer is viewed as a tool for saving time with immediate
feedback? (while composing any document computer correct your wrong spelling and
grammatical form)
a. Strongly Agree
b. Agree
c. Neutral

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 d. Disagree
e. Strongly Disagree

12. Can you take Computer as a tool for drill & practice a foreign language?
a. Sometimes
b. Often
c. Never

13. Learners can develop their writing skill through word Processor, Agree or Not?
a. Agree
b. Not

14. Do you agree that computer helps to increase learner’s vocabulary & Grammar through
error analysis on word processor?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

15. Do you agree that learners can practice pronunciation, spelling and grammar without the
help of teachers by using computer as a tool for language learning?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

16. Learners can analyze their lacking, mistakes by their own while using CALL which
develop their autonomic (self-directed) learning. Agree or Not?
a. Agree
b. Not

17. Does CALL decrease learners dependency on teachers?

a. Yes
b. No

18. Does CALL motivate learners towards autonomic or self- directed learning?
a. Sometimes
b. Often

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 c. Always
d. Never

19. Do you agree that learner can attend their classes, submit their assignment (via email)
through CALL in spite of staying at home or other places?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

20. Does CALL give the opportunities to attend exam through online?
a. Yes
b. No

21. Does CALL give flexibility to language learning?

a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

22. Is there any application of CALL in your language classroom? If yes than how many
classes are assisted by CALL?
a. 1 class per week
b. 2 classes per week
c. 3 classes per week
d. 4 classes per week
e. More then
f. None

23. Which class do you find more interesting?

a. Computer Assisted language Class
b. Traditional Class
24. Do you agree that Learning through computer makes it easier & interesting
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

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25. Learners need CALL program for effective learning. Give your opening-
a. Yes
b. No

26. Do you agree that teachers & learners should be trained for applying CALL in
classroom?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

27. Are you facing other challenges while applying CALL? (You can mark more than one)
a. I cannot use computer properly.
b. Lake of CALL software in our institutions computer.
c. Our teachers are not well trained for this we cannot learn from them.
d. Our teachers hardly use CALL in our classroom.
e. Students do not have any individual computer in classroom.

28. Do you agree that EFL (English as a foreign language) learners can develop their
learning skill by applying CALL in Classroom?
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

29. Application of CALL will be beneficial for both learners and teachers. Give your
opinion-
a. Strongly Agree
b. Agree
c. Neutral
d. Disagree
e. Strongly Disagree

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 Appendix 2
Classroom Observation Checklist

CALL Materials Classroom with facilities Classroom without

facilities

Enough Space Yes

Sufficient Light Yes
Sufficient Fans Yes
Seats arranged with chair Yes
and desk / for group
Supply of Electricity Yes
CC Camera No
Air Condition Yes
Computers for teachers Yes
Projector Yes
Internet access for teachers Yes
Computers for Students No
Internet access for learners No
Google Docs ( word No
processor, spreadsheet )
Web Browsers No
Email Packages (email, No
Drive )
PDF Software No
Audio facilities No
Video facilities No
Sound Box No
Microphone No

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