Language learner attitudes, technology attitudes, and technology prevalence at the secondary level

Abstract

This quantitative study explored how secondary world language (WL) learners’ attitudes about computer-assisted language learning (CALL) were related to their attitudes and self-confidence about their language class and the prevalence of computer usage in their language classroom. Research has suggested positive correlations between these factors, but it has focused on learner attitudes about specific technological tools, not on CALL as an integral, regular, consistent component of the learning process. An 81-item online survey was administered to WL learners of Spanish, French, and German in 37 US secondary schools in one Midwestern state (N = 1031). The results indicated several strong positive correlations: (1) between learner attitudes about the use of technology in their language class and learner attitudes and self-confidence about their language class, and (2) between the prevalence of computer usage in their language classroom, learner attitudes and self-confidence about their language class, and learner attitudes about the use of technology in their language class. Additionally, even a once-a-week usage of computers correlated with more positive attitudes about language class. The study thus suggests that secondary WL learners experience CALL as an integral, normalized part of the language classroom, and that the attitudinal benefits of more computer usage can be leveraged to enhance all learning.