Digital Device Ownership, Computer Literacy, And Attitudes Toward Foreign And Computer-Assisted Language Learning

AbstractThe current study sought to investigate the relationship between computer literacy, attitudes towards foreign language learning and computer-assisted language learning. A total of 123 university students majoring in English as a foreign language from a major state university participated in the study. Data were collected using the Attitudes towards Foreign Language Learning (A-FLL) Scale and the Attitudes towards Computer-Assisted Language Learning (A-CALL) Scale. The findings revealed that there were statistically positive correlations between attitudes toward foreign language learning (A-FLL) and attitudes toward computer-assisted language learning (A-CALL), indicating that 28% of attitudes toward CALL could be predicted by attitudes toward FLL. Moreover, computer literacy was a significant determinant of attitudes toward CALL. Gender differences were also found to potentially affect computer literacy and prior CALL experience. It is concluded that inquiry into language learners’ levels of computer literacy and their attitudes towards foreign language learning might provide useful insights into the nature of technology-based L2 learning, which can, in turn, greatly contribute to the betterment of L2 learning programs and better educational outcomes