A Study Of The First-Year University English Majors' Belief Change In A CALL Course

This qualitative study is to explore a group of the first-year university English majors' belief change in a CALL course over a semester as well as the conditions that influence the change in this course.The research data were collected from interviews,course products and classroom observation.Based on the data analysis,this study obtains the following major findings:Firstly,most freshmen have experienced obvious belief changes in all three categories(e-literacy,learning and teaching with technology)over the semester.They underwent the most obvious belief changes in e-literacy,which could be related to the grand new experiences of reading and writing with computer assistance.The participants gradually realized the convenience and efficiency of reading and searching for information online.They also developed new beliefs about authoring and publishing.The new ways of reading and writing brought forth online interaction among classmates,with which the participants enhanced their critical thinking.However,their beliefs about netiquette were improved not evidently,which might have to do with the infrequent use of e-mails and excessive attention to the course grades.The participants also experienced obvious belief changes in teaching with technology.They began to see the usefulness of the CALL course resources for language learning,social interaction and CALL abilities.They also acknowledged the benefits of shifting the teacher role from a knowledge giver to a learning facilitator.Concerning learning with technology,the participants gradually recognized the importance of cooperating with others,thus they developed a new understanding of “working independently” which should never be confined to learning with books but learning as a group member with unlimited resources.In addition,the participants shifted their beliefs toward learner role.They came to see that leaners should not act as passive receivers but as active explorers and acquirers of knowledge.Secondly,this study identifies several conditions influencing the participants' belief change in this course.The facilitating conditions include CALL course resources,learner autonomy,teacher's guidance,peer help and optimal level of project anxiety.Specifically,the rich CALL course resources converted the nature of English and ways of English learning,which led to the participants' belief changes in e-literacy and learning strategy;learner autonomy ensured the participants more controls of their learning,which pushed them to renew beliefs about the learner role and teacher role in the CALL environment;teacher's guidance and peer help facilitated them to make better use of the forum,take part in teaching activities more effectively and change beliefs about teaching resources eventually;optimal level of project anxiety impelled them to consult with others to solve learning problems,thus it changed their beliefs about learning strategy.The inhibiting conditions include passive learning style and time constraint.They prevented the participants from devoting more efforts and time to this course learning,hence influenced their belief change.Based on the above findings,the researcher offers some suggestions for CALL course design and implementation,and for learners who are new to a CALL course.Limitations of this study and room for future research are also discussed.