درخت حوزه‌های تخصصی

Due to its increasing role in language learning, Computer Assisted Language Learning (CALL) is now widely studied. Much of the recent studies have focused on examining stakeholders' attitudes and investigating its impact on the employment of CALL. We followed a componential definition by considering more variables that allegedly define CALL and as such influence its integration into high school language learning curriculum. The context-related components of CALL were defined, and a total score was assigned which presented a broader understanding of CALL as a variable in the current study. Also, engaging more stakeholders in such studies is supposed to add to the validity and provide a more tangible picture. As such, this study considered four groups of participants, that is students, teachers, preservice teachers and principals. The findings revealed that all groups had moderate to high CALL scores, indicating acceptable CALL skills and knowledge to be gradually qualified to higher standards. Moreover, the study indicated the groups’ attitudes did not significantly predict the use of CALL in high school language learning curriculum. It is concluded that other variables, may play a more determining role in predicting the integration of CALL into English classes in high schools.

The prevailing assumption in education is that students should have the ability to choose their writing topics and positions. However, this belief lacks substantial empirical evidence. To investigate this further, Semi-structured interviews with 40 male students in the field of English Language Teaching in Farhangian University who had completed two argumentative writing assignments in a university course were conducted. One assignment allowed them to choose their writing position, while the other assignment had the position assigned to them. These students were in their second to third year of study and possessed above-average writing skills. Our interview protocol focused on exploring their evolving perspectives on choice as a motivating factor in this specific writing assignment. Applying a grounded theory approach to thematic analysis, it became evident that students believed they should be able to choose their writing topics because they were more likely to be interested in them and had a better understanding of the subject matter. They also perceived that choice enhanced their motivation and the quality of their writing, ultimately influencing their grades. While most students in the study expressed a preference for choice, they also recognized several advantages of not having choice. These included the opportunity to enhance their writing skills, develop new perspectives, and cultivate tenacity in their writing.