Computer-assisted Language Learning (CALL), Learner Autonomy, and Learning Achievement: The Use of CALL Software in English as a Foreign Language (EFL) Tertiary Education in Thailand

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dc.contributor.advisor East, M en
dc.contributor.advisor Manalo, E en
dc.contributor.author Yiamkhamnuan, Jiraporn en
dc.date.accessioned 2016-09-28T20:08:45Z en
dc.date.issued 2016 en
dc.identifier.uri http://hdl.handle.net/2292/30528 en
dc.description.abstract In Thai educational contexts, some socio-cultural values and traditional teaching practices have proved to be constraints to the development of students' autonomous learning. These values and practices may contribute to poor achievement in students' acquisition of English as a foreign language (EFL). With a view to improving the situation, educational reform in Thailand has placed use of technologies at the forefront of EFL programmes. This study thus examined the effect of Thai lecturers' use of computer-assisted language learning (CALL) software on the development of learner autonomy in Thai students. Particular focus was given to learner autonomy as measured by the development of students' motivation, their use of learning strategies, and their perceived responsibilities for their own learning. This study was carried out with four groups of students and teacher participants at three universities. Both quantitative and qualitative methods were used to collect the data. Questionnaires were administered to 33 lecturers during one semester, and to 294 students on two occasions: prior to and after their use of the software. Interviews were conducted with both parties separately. Other data collected included records of time students spent on using the software, their scores from tests related to software-integrated courses, and various course-related documents. This study was divided into two investigations: the pre-investigation was conducted with the lecturers and the main investigation with the students. In the pre-investigation, the results from the questionnaires and the interviews revealed that lecturers lacked confidence in their students' ability to become autonomous learners. Through qualitative analysis, the main reason for this was found to be the lecturers' awareness of factors hindering the promotion of autonomy in Thai educational contexts. These lecturers perceived the software as useful. Factors that motivated the lecturers to use it included the implementation of corresponding university policy, the facilitation of teaching, and the promotion of autonomous learning behaviours and language skills in their students. For the main investigation, the findings from quantitative analysis revealed that students developed motivation and became more aware of their own responsibilities towards their own learning. Differences were found between student groups with regard to the value they gave to this CALL-based learning. Examination of the students' use of learning strategies revealed some promising results regarding improvements in their skills in using metacognitive strategies and controlling effort. However, they rarely used social learning strategies, failed to manage study time adequately, and still preferred teacher-provided input. Analysis of qualitative data provided insights about how it may be possible to explain these quantitative findings. Furthermore, the study found that one factor predicting the students' learning outcomes in these CALL environments was the improvement in their EFL skills, as determined by the difference in their mid-term and final test scores. These findings can be helpful with regard to the formulation of guidelines for CALL-integrated curriculum and pedagogy development not only in Thailand, but also in countries with similar socio-cultural settings and corresponding EFL instructional challenges. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264877413502091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Computer-assisted Language Learning (CALL), Learner Autonomy, and Learning Achievement: The Use of CALL Software in English as a Foreign Language (EFL) Tertiary Education in Thailand en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 542036 en
pubs.record-created-at-source-date 2016-09-29 en


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