The impact of computer-assisted language learning on materials design.

Abstract

Framed in exploratory action research, this study investigates the impact of computer-assisted language learning (CALL) on teaching/learning materials designed by teachers and learners in a resource-scant context such as English for Science and Technology (EST). It reports on a collaborative CALL materials development project carried out at an initial engineering program in Algiers, which aims to develop teachers’ critical knowledge of CALL materials design and students’ 21st-century skills. On exploring the issue, it was found that teachers’ basic digital literacy skills- finding, evaluating, using resources- combined with their positive perceptions of CALL materials utility, ease of use, and positive social impact, are promising signs of future CALL integration. The students, on the other hand, seize beefy skills in finding, sharing and creating digital content that may assist them in their learning pursuit, if offered proper pedagogical modelling. These conclusions were reached via a combination of quantitative and qualitative research tools as we employed questionnaires, interviews, and internet-use logs. In light of these findings, a practicum project is carried out, within the theoretical rationale, with collaborative action, coordinated via focus group discussions, of the English language teaching staff and second-year students to develop a digital support system to the EST course. To understand the effects of this experience on the participants, data were collected via reflection logs. Findings show that collaborative action through reflective practice, digital literacy strengths with interdisciplinary and technical assistance improve teacher agency and autonomy in selecting, designing, and developing their CALL teaching materials. The findings also reveal that experiential learning provided to students helps them perform better in their EST classes, achieve an enhancement in the various attributes that constitute 21st- century skills and overcome the impediments of traditional methods. To this end, all the participants engaged in motivational synergy triggered by a change in teaching/learning practices given the contributory nature of the intervention. Henceforth, contributing and action learning are recommended as a sound enterprise that conjoins the best of technology and pedagogy and combines professional growth and life-long learning.