A Study Of Teacher Efficacy And Teacher Attitude Toward CALL In College English Teaching

Computer-assisted language learning (CALL) refers to a particular teaching mode in which computers are extensively utilized as a medium to assist language teachers in organizing their teaching process. It has been progressively employed and convinced to be an important attribute for effective instruction in the domain of college English teaching. In the past years, practitioners and specialists have made a thorough exploration on the potential factors that affect the acceptance and diffusion of this new educational technology. Previous investigations have demonstrated that the successful implementation of CALL is closely related to teacher attitude. How to trigger and enhance positive teacher attitude toward CALL deserves educators'abundant efforts. Until recently, only a handful of exploratory research has identified teacher efficacy as a significant variable accounting for positive teacher attitude in CALL environment. The absence of systematic empirical evidence on the effects of teacher efficacy motivated the researcher to conduct this research.Accordingly, the present study is designed to examine: (1) the actual use of CALL in college English teaching at the targeted university; (2) the feature of teacher attitude in terms of demographic characteristics and its contributions to the implementation of CALL in college English teaching; (3) the general state of college English teachers'efficacy perceptions in terms of personal information; (4) the relationship between teacher efficacy and teacher attitude in CALL environment in the context of college English teaching; and (5) the potential factors that might enhance or inhibit teacher efficacy in CALL environment in the context of college English education.To fulfill these research objectives, this study adopted a combination of quantitative and qualitative methodologies. A self-report survey questionnaire, comprised of three instruments (Demographic Survey, Teacher Attitude Scale, and Teacher Efficacy Scale), was employed to collect information. A large portion of college English teachers working in the School of Foreign Studies at Jiangnan University participated in this survey. A total of 45 valid responses were selected for data analysis. Open-ended interviews were immediately conducted with four participants within different age distributions to solve the last research question and get supporting information.Descriptive analysis reflects an inevitable tendency of preference and intention to utilize CALL in college English settings. Statistical findings indicate that teacher attitude is a key predictor of the successful application of CALL. Most of the participants in this study hold positive attitudes and high level of efficacy beliefs toward CALL, while demographic variables do not show any significant effects. A positive and significant relationship between teacher efficacy and teacher attitude is yielded through correlation analysis. Interview data further reflect that four information sources (mastery experience, vicarious experience, verbal persuasion, and emotional arousal) are still the main factors that may affect teacher efficacy in CALL environment. This replicates and consolidates Bandura's self-efficacy theory. The study concludes with useful implications and suggestions that the availability and accessibility of computer facilities should be reinforced and specific training programs be highlighted to promote high level of teacher efficacy and positive computer attitudes.