ABSTRACT
This study investigated the relationship between gender, level of study and self-efficacy on students’ attitudes toward technology use in second language learning. Using a quantitative cross-sectional survey, three hundred and sixty (360) undergraduate and graduate students were sampled from the Departments of Modern Languages and French by means of stratification. Data was collected using a questionnaire to assess students’ attitudes. Four hypotheses were postulated and tested using the Hierarchical Multiple Regression, Independent t-test and Pearson Moment Correlation Coefficient tests. The first hypothesis was partially supported, the second was confirmed and the third and fourth other hypotheses were not supported. The results of the analysis indicated no statistically significant difference in gender-attitudes amongst the students. The results further revealed a significant positive relationship between students’ perceived ease of use and their attitudes toward technology use. However, self-efficacy and level of study played no moderating role in the relationship between gender and attitudes toward technology use although in interaction, computer self-efficacy showed a significant positive relationship with attitudes. Based on the research findings, theoretical and practical implications are discussed and limitations and suggestions for future research are also highlighted.
CHAPTER ONE INTRODUCTION
Background of Study
Globalization facilitated by ease of travel and the emergence of the internet in the 21st century has made the acquisition of foreign languages a necessity. People in pursuit of careers and other ambitions have felt the need and importance to attain an additional language as some job advertisements now come with the caveat: “a second language or bilingual proficiency is an added advantage”. Currently, the pervasiveness of technology use has culminated in the world being a global village, and thus, one can achieve this learning target without necessarily sitting in a classroom. In a quest to attain a second language, people may seek out extra ways of supplementing their lessons so as to achieve their aim. Prospective language learners resort to using various means to achieve their target of learning a language. These involve tools such as language videos, films, songs, language learning applications, blogs, websites, social media, the internet and additional forms of multimedia to assist in accomplishing their language learning ambitions. Commensurate with such people, the desire to seek other means of improving upon their learning may be intrinsically based, such as attitudes, or extrinsic such as learning with the hopes of acquiring a better job.
Over the world, new means of learning foreign languages (FL) are being devised periodically. Some Universities have resorted to online/ distance learning to make learning easier for those who wish to attain a second language but have little or no time. In Africa as well, foreign language learning is progressively gaining recognition with many more countries looking out for ways to integrate other languages into their culture and system. Ghana has not been left out of the foreign language integration as the President of Ghana, President Akufo- Addo disclosed his readiness to make the study of French language compulsory for all senior high students during an official visit to Togo in 2017. The Education Minister, Mr. Matthew
Opoku Prempeh reiterated the President’s intention of making the learning of French compulsory up to the secondary school level in his address at a linguistic pact signing ceremony held in Paris in 2018 between Ghana and the International Organisation of the Francophonie (OIF). This pact signing was intended to help provide the necessary technical support and capacity building for French language pedagogy in Ghana. He further emphasized Ghana’s dedication to making French its second official language in the country through the promotion of language pedagogy. The Francophonie is a gathering of French-speaking countries around the globe with the objective of promoting peace and good governance as well as providing support through education, research and training and the furtherance of French language and cultural diversity.
The Minister of Foreign Affairs, Madam Shirley Ayorkor Botchway, has also confirmed the intent of government in adopting the advancement of French language beginning with the basic school level and across the educational divide as Ghana is surrounded by ECOWAS countries who are francophone countries. Francophone countries are countries that have French as their official languages (Ministry of Foreign Affairs, 2019). In another vein, members of the Parliament of Ghana have also made calls in support of the adoption of French as a second language after English. This effort is welcome news to both foreign language learners and language teachers. The move has been identified as an initial step to improving regional integration through French language development across Ghana as well as international trade and cooperation among other countries.
Overtime, language learning has been demonstrated to be a social-psychological phenomenon (Gardner, 1985; Khalid, 2016). Khalid (2016) recommended that it was important to pay attention to the language learning environment and its associated conditions. Language has been identified as being part of the individual’s social being and is part of the factors that distinguish one individual from another. Learning a foreign language therefore goes beyond learning language speaking skills and acquiring a system of grammatical rules. It involves
altering one’s self-image by adopting the socio-cultural and behavioural patterns and ways of being, resulting in the remarkable effects on the language learner (Khalid, 2016).
Foreign Language Learning and Technology
“Learning a non-native language outside the territory where it is usually spoken” is referred to as foreign language learning (Moeller & Catalano, 2015). The term denotes formal classroom language learning. Scholars have tried to distinguish between ‘foreign language learning’ and ‘second language acquisition’, however, the terms are used in exchange of another. Whereas foreign language learning denotes learning that takes place in formal classroom settings, the latter denotes language learning without the traditional classroom setting and is usually used to signify learning within the native community where the language is commonly spoken. In this research however, the terms ‘foreign language learning’ and ‘acquisition’ may be used interchangeably
Worldwide, the process of language learning has evolved overtime and it keeps widening. In times past, only the traditional classroom settings were utilised in language learning. However, over the last two decades, teachers and learners of second languages have found ways of ensuring the effective learning of a second language (L2), by using varied forms of computer assisted programs and tools. These tools encompass the fusion of diverse multimedia technology to assist in language learning. Technology incorporation in assisting foreign language learning has also seen a remarkable growth overtime. According to Cunningham (1998), in the 1980s, language pedagogy made use of numerous types of technologies such as audio-visual materials in the form of films, videotapes, audios, televisions, computers and interactive videos and other facilities like the television and language laboratories where these items are stored and utilised. Currently, through Computer Assisted Language Learning (CALL) and pervasiveness of technology, language learning has taken a different
dimension as an overwhelming number of individuals are utilising their mobile devices in learning a foreign language (Heil, Wu, Lee & Schmidt, 2016).
These mobile devices afford the individual the opportunity to download a varied range of language learning materials through the worldwide web (www) or the internet. As the internet through social media has made available mobile learning language applications and video tutorials, these downloadable materials are upgradable and often updated making language learning easily accessible to learners of foreign languages. Gradually, the world has transitioned in terms of technology use from multimedia, internet and now, online and virtual learning.
Currently, there is a surge in the interest in computer and technology use as well as other technology tools to supplement individual language acquisition skills as both language learners and language teachers or instructors similarly resort to these forms of technology (Liu, Moore, Graham & Lee, 2002).
Many have come to a realize the many benefits that learning a foreign language (FL) accords which include but are not limited to: effective communication with others, broadening of an individual’s knowledge base and their perception of other people as well as promotion of an interdisciplinary perspective and the provision of intercultural understanding which aid in promoting respect among people. Learning a foreign language also helps enhance better cooperative relations at all levels between individuals and countries.
Importance of Computer Technologies
Utilising technologies in language learning pedagogy helps out in the provision and improvement of learner-centered approach to language education. This encourages and facilitates variations of lesson presentation styles by language course managers and language teachers in order to arouse students’ interests by enabling course managers, instructors and lecturers develop various strategies to vary the presentation modes in order to stimulate learner interests while providing learning opportunities outside the classroom. This eventually creates
an enabling environment to cater for the many individual differences (Al-Mahrooqi & Troudi, 2014).
Kumar, Kumar and Persaud (1999) outlined the details of technology to include as consisting of tooling, equipment, blueprints, various techniques, and processes. These products may include films, PowerPoint presentations, videos, software applications, etc. The use of these tools facilitates good learning and helps the L2 learner save time (Li, Snow, Jiang & Edwards, 2015). Studies have confirmed language learners’ inclination towards the use of technology over typical traditional learning forms (Golonka, Bowles, Frank, Richardson & Freynik, 2014).
Cunningham (1998) however believes that presently, research on foreign language learning is shifting from computer acceptance and is geared towards incorporating technology use in all aspects of language learning. He further stated that educators have realised that student learning can be influenced and spiked through effective technology use thus focus is no longer on mere description of computer technology but rather, the examination and exploration of language learning enhancement through technology.
