A study of Hispanic EFL students learning English within a CALL classroom: Student introspection on learning, technology, and community

This study provides a unique insight into the perspectives of English as a foreign language (EFL) students using computer technology to learn English within their native culture. This study presents qualitative, naturalistic understandings as to the issues students introspectively raise when using technology to mediate a significant amount of their language learning activities. The basis of the study is precisely the introspection students provide in their diaries. Description and analysis of the findings were also based on transcripts of interviews, audio taped class meetings, and participant observation.; The participants in this study were freshman students taking the second semester of their first year Basic English course. The class itself was part of an experimental EFL program, which placed greater emphasis on self-access, computer assisted language learning (CALL), and student-directed learning. Over 60% of the learning took place in the computer-learning center. Thus, the class situation was suited for researching technology as it is situated as a main source of language learning activities.; The results of this study suggest that self-access learning in a computer classroom environment has diverse and critical effects on students and teachers. Students' successes in reaching their self-learning goals depend on the teacher's knowledge of and belief in computer technology. Failure on the part of the teacher to possess sufficient knowledge of technology hinders student's learning and causes them to perceive the teacher as unskilled. A second finding showed that most of the students possessed ample knowledge of technology, while the teacher struggled to understand technology and use it in the classroom. As a result, the manifest electronic literacy level of each member shaped the role each party played in classroom learning dynamics. The difference in computer knowledge led to a technological divide, which at times severely affected teacher/student relationships and student perceptions regarding the course, the teacher, and the learning community in general. The clash between community members made evident that the way technology was used brought about profound literacy issues. Using New Literacy Studies theory (Lam, 2000), a new understanding as to the use of technology in the L2 classroom was gained. Finally, implications to second language (L2) literacy, CALL theory and practice, and CALL research are drawn and discussed.