Do teachers actually know about the

scope and benefits of Computer-

Assisted Language Learning?

Jasmina Đorđević
Visoka škola “Pravne i poslovne akademske studije dr Lazar Vrkatić”
Novi Sad
djordjevic.jasmina@gmail.com
Summary
• Problem: (ICT) has become one of the most celebrated and yet
dreaded aspects of modern English language teaching (ELT)

• Hypothesis: a) No really effective use of ICT by teachers in their

everyday teaching can be detected,
b) Enthusiastic, experimental and more or less sporadic applications
of gadgets, programs and online tools.

• Aim: Investigate the scope of applicable knowledge of Computer-

Assisted Language Learning (CALL) among English language teachers in
Serbia (no attempt to investigate the reasons for either positive or
negative result)

• Method: 1. Quantitative empirical research,

2. The instrument: a questionnaire created by means of the online tool
“Survey Monkey”.
(10 closed questions, 58 recipients, e-mail and link on the Facebook
page of the English Language Teachers’ Association (ELTA))
Introduction
1. Information Communication Technology (ICT) and
Computer-Assisted Language Learning (CALL) have
become a reality both in the literature and in the
modern classroom.

2. Abroad: Anderson, 2008; Beatty, 2010; Erben et al.,

2008; Mariott et al., 2009; Thomas, 2009

3. Serbia: Bajčetć & Lazarević, 2007; Mandić, 2003,

2006; Dovedan et al., 2002; Mandić, 2003; Mandić &
Ristić, 2006; Milanović & Milosavljević, 2006; Mišić
Ilić, 2007; Ristić, 2006; Seljan et al., 2004
Yet,

computers will not replace

teachers, but teachers who use
computers will inevitably replace
those who do not.
(paraphrase: Hanson-Smith, 2001)
Why CALL?
(Hoogeveen, 1995: 350)

If deployed correctly:

1. Multimedia have a positive effect on audio-visual skills of

students;
2.The level of concentration and attention is elevated;
3.The psycho-physiological state of students is generally
improved;
4.Learner autonomy is furthered considerably;
5.Students can develop and improve language, communicative
and social competences.
The research
Method Quantitative (statistic) analysis of responses collected
via “Survey Monkey” (online questionnaire tool)

Sample - 58 recipients invited per e-mail or the link on the

Facebook page of ELTA
- A total of 36 responded
- 27 responded to the e-mail invitations and
- 9 to the Facebook link

Instrument Questionnaire with 10 closed questions

Questions 1. How many years of teaching experience do you have?
2. Which level do you teach at?
3. Do you use the computer in your teaching?
4. If you do, which aspect of your teaching do you prepare on the
computer?
5. Do you communicate with your students via e-mail?
6. Do you use an online workkspace, blog, forum or similar aid on
the Internet for the purpose of communication with your
students?
7. Do you know what the following terms refer to: Open Source,
Authoring Tools, Web 2.0?
8. What would motivate you for a more elaborate and verstatile
use of the computer in your classroom?
9. In your opinion, can the computer positively influence foreign
language teaching in the environment you are active in?
10. If you had the opportunity and huge financial resources, in
what way would you try to improve FLT in your own
environment?
The findings
A total of 6 rather conclusive analytical
statements could be derived from the
research

And

They are not encouraging!

1. A large number of teachers use
the computer
2. But: Open Source generally
unknown
Primary Secondary Tertiary Other Total
School School School

Know about OS 1 2 7 4 14

Do not know/ have

heard about OS 2 3 7 4 15

All the other respondents (7) skipped the question altogether!

3. Interesting

• 28 respondents would like a more modern

classroom

• 30 respondents chose the answer that

included all the necessary steps needed for an
improved form of CALL
Classroom equipment, modern technology,
installation of language lab, organized training
for teachers, etc. (Question 10, answer a)
But:
• Only 14 respondents were familiar with Open Source,
Web 2.0 and other online/ offline tools!

• Only 15 respondents said they had some idea what

Open Source was about and 7 respondents skipped the
question!

The question that arises:

What would teachers do in a more modern

classroom?
5. Young teachers are more reluctant!
 6. But:
• 18 respondents believe that ICT and CALL can further
the learning/ teaching process considerably

• 28 respondents claim they would be motivated to work

more with ICT if they had a better equipped classroom

• 30 respondents said they would invest in classroom

equipment, modern technology, installation of language
lab, organized training for teachers, etc. (Question 10,
answer a)
 Conclusion
1. The computer is used but only on the level of its basic
application possibilities (primarily Word &
PowerPoint at basic levels).
2. Despite the awareness that there are more complex
features, teachers are generally not familiar with them.

Solution
A far more organized and structured approach of
encouragement and training
 Thank you!
Jasmina Đorđević
Visoka škola “Pravne i poslovne akademske studije dr Lazar Vrkatić”
Novi Sad
djordjevic.jasmina@gmail.com