Building Student Independence in Language Learning with Computer-Assisted Language Learning (CALL)
A Phenomenological Study
DOI:
https://doi.org/10.21154/eltall.v7i1.13311Keywords:
Language, Learning, ComputerAbstract
Computer-Assisted Language Learning (CALL) has become an increasingly integral component of language education, offering a diverse array of tools and resources to enhance the teaching and learning of languages. This article explores the integration of CALL in language education. Additionally, based on this research Computer-Assisted Language Learning (CALL) has significantly impacted language education, offering transformative opportunities for language learners and educators alike. By utilizing the power of technology, CALL has the potential role in language education, supporting inclusive, interactive, and personalized learning experiences in the digital era. One form of learning derived from this technology is CALL (Computer-Assisted Language Learning), which uses computer applications to support language learning. The emergence of CALL can provide a new perspective on the learning process and enhance interaction and communication in learning. This research aimed to describe how Computer Assisted Language Learning (CALL) can address language learning challenges and assist students and teachers in the teaching and learning process, particularly in developing students’ learning independence. This research also explores the Teachers' Perceptions of English Learning Independence through CALL at SMAN 2 Ponorogo. The method of this research used a qualitative approach. The data were collected from the interview and documentations The participants were the English teacher and the students of SMAN 2 Ponorogo. The results showed that there are many positive impacts on the advancement on English teaching learning process in SMAN 2 Ponorogo. They are such; initiative in learning, responsibility for assignment, independence for assignment, confidence for result works, and independence for making decisions.
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