Computer-based language learning materials and learner autonomy: classroom perspective. a case study of kisii high school in Kenya

Abstract

There are arguments by scholars for and against using computer assisted language learning (CALL) to enhance learner autonomy. This dissertation aims to investigate the role of computer assisted language learning in enhancing learner autonomy by reviewing the existing literature and undertaking a small scale case study at Kisii high school, Kenya. Teachers’ and students’ opinions on the use of computer based language learning materials for enhancement of learner autonomy were sought by the use of questionnaires. The study is significant because it will guide policy makers on the role of computers to learning; it will also contribute knowledge for study and reference and will help by making school managers and teachers to appreciate its role in the learning and training. A thirteen-question survey for students from Form one to Four of secondary level and an eleven-question survey for English language teachers investigated their opinions towards using computer based language learning materials to enhance learner autonomy. The learners viewed computer based language learning materials as useful in learning English language and enhancing their autonomy. Teachers acknowledged the importance of CALL but are not sure of how it would enhance learner autonomy. There was some agreement between the two groups that the use of computer and training in learner autonomy is crucial to supplement the teachers’ efforts in class. This has implications for teacher training in the use of computer resources and learner training in both computer use and autonomy