Language Learning on the World Wide Web: An Investigation of EFL Learners' Attitudes and Perceptions

Abstract

The article describes the integration of Web resources as instructional and learning tools in an EFL class. The study examines learners' subjective responses to the use of the World Wide Web within the context of a research project on American states. Data was collected using observations and surveys including demographic information and student perceptions via subjective-quantitative and qualitative questionnaire items. Analyses consisted of descriptive statistics on the quantitative items and a multi-stage synthesis of the qualitative data including categorical and thematic analysis. With respect to categorical analysis, the excerpts of students' responses were categorized using two codes based on whether they related more to the challenges or advantages of using the Web and then under each category they were further subdivided, resulting in twenty subcategories in total. A number of themes were drawn from this data. Learners found the experience generally positive. Negative responses were found to relate to technical problems and information overload. The project stimulated incidental learning. However, information seeking on the Net simultaneously engendered both anxiety and excitement in learners. From this study, it could be concluded that computer-learning networks have the potential to empower students in well-designed language learning environments. The Web-based language project provided an opportunity to enhance students' reading and writing proficiency and to harness their skills in information searching and problem-solving to varying degrees. However, some frustration with the challenges and difficulties in relation to computers and language were found. A computer-mediated learning experience in Language Studies could not be achieved by itself simply by the introduction of the learner to the Web technology. Providing scaffolding, both in using Internet applications and in orienting the learners to the task, is vital to the successful implementation and integration of technology into the curriculum. Implications of using the Web in language classrooms is discussed and some suggestions for the direction of future work is outlined.