Enhancing EFL Reading Skills: A Comparative Study of Computer-Assisted Language Learning (CALL) vs. Traditional Teaching Methods

The present study aimed to investigate the effect of using CALL on enhancing EFL learner's reading skill. To fulfill the purpose of the study, a random sampling method was used to select ۵۰ EFL students. participants were then assigned to two groups: the experimental and the control group, with ۲۵ students in each group. The experimental group received instruction integrating CALL into reading while the control group received the traditional teaching method. This random assignment ensured that each participant had an equal chance of being placed in either group, reducing potential selection bias and increasing the internal validity of the study. Following a pretest, treatment, and posttest, the obtained data were analyzed using an independent T-test. Also, Data collection involved a questionnaire that includes ۷-point bipolar probability and evaluative scales designed to measure the participants attitudes, and concerns regarding the integration of CALL into EFL classrooms was adopted from the instrument developed by Almekhlafi and Pryor. The reliability of the questionnaire in the original study was reported with a Cronbach’s alpha coefficient of .۸۰, indicating a high level of internal consistency. The reliability coefficient reported by Almekhlafi and Pryor (α = .۸۰) was considered acceptable and adopted, and no additional reliability analysis was conducted in this study.The findings revealed that incorporating CALL contributed to the improvement of students’ reading skills. Moreover, the participants generally had a positive attitude toward implementing CALL. Based on these findings, suggestions were provided to help teachers implement CALL in English language classrooms.

کلیدواژه ها:

CALL ، Reading Proficiency ، EFL ، Attitude