Gender Differences in CALL Programs for English as a Second Language Acquisition
Cheng-Chieh Lai, Prairie View A&M University, United States ; Ming-Mu Kuo, Wenzao Ursuline College of Languages, Taiwan
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of the study was to examine the effects of gender differences on the application of CALL programs for second language acquisition. Gender difference is an important theme in linguistic education because it influences the design of curriculum, teaching method, instructional strategy, and students' learning processes. This study applied a mixed-methods design, using both quantitative and qualitative methods, both descriptive and comparative in design. The participants were 200 students (male=34, Female=166) taking EFL courses and CALL programs in Wenzao Ursuline College of Languages in Taiwan. Findings from the study indicated that although 94% students (N=188) acknowledge that learning English with CALL programs can increase the efficacy of English learning, more 57.2% female students (N=95) than 11.7% male students (N=4) felt that learning English with computer is difficult because it requires the basic computer knowledge.
Lai, C.C. & Kuo, M.M. (2007). Gender Differences in CALL Programs for English as a Second Language Acquisition. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2833-2836). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).