This study aims to explore the effectiveness of computer-assisted language learning (CALL) in promoting L2 learners’ self-learning and motivation. The participants of this study are a randomly selected group of L2 learners attending English Language Training Program (EL). Their levels of proficiency range from beginner to advanced in order to ensure that they have had adequate exposure to English. Data were collected by circulating a 22-item survey consisting of two sections. The first section consists of eleven items that aim to identify the role of CALL in promoting participants’ self-learning strategies, whereas the second section consists of eleven items that investigate the extent to which the participants’ motivation has increased/decreased with the impact of CALL. Data were analyzed descriptively by looking at the participants’ responses to the questionnaire in order to pinpoint any potential themes or patterns concerning the impact of CALL on promoting the two independent variables under study. The findings indicated that CALL contributes to increasing L2 learners’ motivation fairly whereas promote their self-learning significantly.
Teaching Cameroon Languages and Cultures via a Computer-Assisted Language Learning (Call)–Based Perspective for Learner Autonomy: Insights from Cultural Historical Activity Theory (Published)
With the trend of technological evolution, language teaching methodologies have evolved to fully accommodate ICTs as integral mediation tools in language teaching/learning. This paper bridges the gap between existing studies, by placing particular emphasis on learner autonomy and learning environments especially as regards the poor appropriation of our local languages and cultures within the school milieu. Thus, we propose and show that in a context of learning local languages by secondary school students in Cameroon, an adapted approach wherein the language teaching/learning methodology is implemented with a learner management system which takes into consideration localization aspects and the beneficiary population, learner autonomy can be attained when viewed through the prism of cultural historical activity theory.
PROMOTING LEARNER AUTONOMY AMONG TERTIARY INSTITUTION STUDENTS FOR EFFECTIVE TEACHING-LEARNING PROCESS (Published)
It is generally believed among educationists that learning obtained by self through activity-oriented teaching-learning strategy is quite effective and retentive. Hence this paper calls for promotion of learner autonomy in teaching-learning process among students in tertiary institutions. The strategies for creating learner autonomy elucidated in this paper include: giving students learning materials with instructional objectives prior to teaching; peer teaching; cooperative and competitive learning; teacher, taking a complete facilitator’s role; involving students in making choices about learning process; giving individual and group projects to students; and use of self-assessment procedure.