Enhancing EFL Reading Skills: A Comparative Study of Computer-Assisted Language Learning (CALL) vs. Traditional Teaching Methods

Abstract

The present study aimed to investigate the effect of using CALL on EFL classes while focusing on the learners’ attitudes toward CALL. To fulfill the purpose of the study, 50 EFL students were assigned into two groups: an experimental and a control group, each comprising 25 learners. The experimental group received instruction integrating CALL into reading while the control group received the traditional teaching method. Following a pretest, treatment, and posttest, the obtained data were analyzed using an independent T-test. Also, data collection involved a questionnaire that includes 7-point bipolar probability and evaluative scales designed to measure the participants attitudes, and concerns toward integrating CALL into EFL classrooms. This questionnaire had been previously validated and utilized by Almekhlafi and Pryor (2004), demonstrating high reliability with an alpha value of .80. The findings revealed that incorporating CALL contributed to the improvement of students’ reading skills. Moreover, the participants generally had a positive attitude toward implementing CALL. Based on these findings, suggestions were provided to help teachers implement CALL in their English language classrooms.