Insiders’ Beliefs and Attitudes towards using Technology Assisted Language Teaching to Minimize FLA among Ethiopian University EFL Students
Berhane Gerencheal1, Deepanjali Mishra2, Ataklti Tesfay3
1Berhane Gerencheal, Ph.D. Scholar, Senior Lecturer, KIIT University, Aksum University, Axum, Ethiopia.
2Deepanjali Mishra, Ph.D. Professor, KIIT University, India.
3Ataklti Tesfay, Senior Lecturer, Aksum University, Axum, Ethiopia.
Manuscript received on 15 September 2019 | Revised Manuscript received on 24 September 2019 | Manuscript Published on 10 October 2019 | PP: 1066-1070 | Volume-8 Issue-6S2, August 2019 | Retrieval Number: F13200886S219/19©BEIESP | DOI: 10.35940/ijeat.F1320.0886S219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The study was conducted on 38 University EFL major students and on their 10 EFL teachers to examine their belief towards the role of using Technology Assisted Language Teaching (TALT-Hereafter) in minimizing students’ FLA. The data were gathered using both qualitative and quantitative methods. The quantitative data was collected using by GBM and GAM (McCroskey & Richmond, 1989) which are the most standardized and highly reliable data gathering tools to measure beliefs and attitudes of respondents in wide range topics. Three open ended questions were also used as data collecting instrument to reveal the practice of using TALT in the EFL classroom. Finally the descriptive analysis of the GBM result showed that both EFL students (m=5.87; SD 0.567) and their teachers (m=4.85; SD=.672) had strong belief on the role of using TALT in minimizing FLA. The descriptive analysis of the GAM also revealed that both EFL students (m=6.04; SD 0.513) and their teachers (m=4.3; SD= .572) had positive attitude towards using TALT during teaching-and-learning EFL. However, the qualitative data revealed that the actual practice in using technology assisted language teaching-and-learning trend was found very low and discouraging in both the EFL students and their teachers. Finally, the study ends with practical recommendations for the main actors to use TALT in EFL classes to make the classroom less stressful.
Keywords: Technology Assisted Language Teaching, Foreign Language Anxiety, English as a Foreign Language.
Scope of the Article: Security Technology and Information Assurance