[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595648-105":59,"doc-detail-595648-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","foreign-language-learners-beliefs-about-call-the-case-of-a-us-midwestern-university","Foreign Language Learners’ Beliefs about CALL: The Case of a U.S. Midwestern University","","A study examines foreign language learners’ beliefs toward computer-assisted language learning (CALL), addressing limited prior research on general CALL beliefs. Using a large-scale survey of 2,061 students across nineteen target languages at a U.S. midwestern university, the research identifies four belief-system factors: perceived technology efficacy and links to motivation, satisfaction with in-class technology, specific technology benefits, and the value of computer skills and technical support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/foreign-language-learners-beliefs-about-call-the-case-of-a-us-midwestern-university/595648/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/foreign-language-learners-beliefs-about-call-the-case-of-a-us-midwestern-university/595648.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap in research does the study address?","Question",{"text":112,"@type":113},"Prior work has focused on learners’ attitudes toward specific technologies, while general beliefs toward CALL have received limited attention. This study investigates learners’ beliefs systems toward CALL more broadly.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors shape learners’ beliefs toward CALL in this context?",{"text":117,"@type":113},"The survey results indicate four factors: technology efficacy for language learning and motivation, satisfaction with classroom technology, specific technology benefits, and the importance of computer skills and technical support.",{"name":119,"@type":110,"acceptedAnswer":120},"How does technology exposure affect learners’ CALL beliefs?",{"text":121,"@type":113},"Learners report more positive CALL beliefs when they have greater exposure to technology in their classes, with variation by target language. More technology use outside class also yields more positive beliefs overall, regardless of the target language.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595648,1792166399,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nForeign Language Learners’ Beliefs about CALL: The Case of a U.S. Midwestern University  \nTetyana Sydorenko1, Ching-Ni Hsieh2, Seongmee Ahn3, and Nike Arnold4  \nAbstract  \nA significant body of research has examined language learners’ attitudes toward particular technologies used in foreign language classrooms. However, literature is scarce on foreign language learners’ beliefs toward computer-assisted language learning (CALL) in general. To narrow this gap, we investigated the constructs that compose a system of language learners’ [beliefs toward CALL at a large U.S. university](beliefs toward CALL at a large U.S. university)[ ](beliefs toward CALL at a large U.S. university)and examined whether the amount of technology used and the target language (TL) play a role in shaping learners’ beliefs. The findings of this large-scale survey of 2,061 students studying nineteen different TLs indicate four factors comprising learners’belief systems toward CALL in this context: efficacy of technology for language learning and its connection to motivation, satisfaction with technology used in the learners’ classes, specific benefits of technology, and the importance of computer skills and technical support. Learners’ CALL beliefs were more positive when they had had more exposure to technology in their classes, but this varied based on the TL. Higher use of technology outside of class resulted in more positive beliefs across the board, independent of the TL. The pedagogical implications are that greater exposure to effective and varied models of CALL might result in more positive beliefs toward it.  \nKeywords: foreign language learner beliefs about CALL; large-scale survey; principal component analysis  \nAffiliations  \n1Portland State University, Portland, OR.  \nemail: [tsydorenko@pdx.edu](tsydorenko@pdx.edu)  \n[2](2Educational Testing Service.)[Educational Testing Service.](2Educational Testing Service.)[ ](2Educational Testing Service.)[email: chsieh@ets.org](email: chsieh@ets.org)  \n3Michigan State University, East Lansing, MI.  \n[email: ahnseongmee@gmail.com](email: ahnseongmee@gmail.com)  \n[4](4Portland State University)[Portland State University](4Portland State University), Portland, OR.  \n[email: marnold@pdx.edu](email: marnold@pdx.edu)  \ncalico journal vol 34.2 2017 196–218 [https://doi.org/10.1558/cj.28226](https://doi.org/10.1558/cj.28226)  \n©2017, equinox publishing   \nTetyana Sydorenko et al. 197  \nThe use of technology in language teaching has been steadily rising since the 1960s (van Compernolle & Williams, 2009) partly due to its pedagogical benefits, which seem to make computer-assisted language learning (CALL) at least as effective as traditional instruction (e.g., Blake, Wilson, Cetto, & PardoBallester, 2008; Chapelle, 2010; Murday, Ushida, & Chenoweth, 2008; Scida & Saury, 2006) .  \nRealizing these pedagogical potentials, however, depends on a complex interplay between context and stakeholders. One important factor in this interplay is the beliefs of both learners and instructors. As “the lynchpin around which successful online learning events revolve” (Guichon & Hauck, 2011, p. 188), instructors shape if and how technology gets implemented (Arnold & Ducate, 2015) and in that process are influenced by what they know and believe (Borg, 2003). In addition to general beliefs about the value of technology integration, which have been shown to be favorable for foreign language (FL) teachers (Bell, 2005), teachers’ level of computer use is influenced by their self-efficacy beliefs (Wang, Ertmer, & Newby, 2004) .  \nBeliefs also play an important motivating role for language learners (Dörnyei, 2005; Kalaja & Barcelos, 2003), who may not even benefit from technology if they do not believe that technological tools are helpful. Research shows that learners’ beliefs correlate with motivation (Mori, 1999), and misconceptions about language learning can be detrimental to the outcom","cbCaijNYguF5IOXu","https://ap.wps.com/l/cbCaijNYguF5IOXu","pdf",1480478,23,"English","# Abstract\n## Literature Review\n## Learner Beliefs about CALL","[{\"question\":\"What gap in research does the study address?\",\"answer\":\"Prior work has focused on learners’ attitudes toward specific technologies, while general beliefs toward CALL have received limited attention. This study investigates learners’ beliefs systems toward CALL more broadly.\"},{\"question\":\"What factors shape learners’ beliefs toward CALL in this context?\",\"answer\":\"The survey results indicate four factors: technology efficacy for language learning and motivation, satisfaction with classroom technology, specific technology benefits, and the importance of computer skills and technical support.\"},{\"question\":\"How does technology exposure affect learners’ CALL beliefs?\",\"answer\":\"Learners report more positive CALL beliefs when they have greater exposure to technology in their classes, with variation by target language. More technology use outside class also yields more positive beliefs overall, regardless of the target language.\"}]","Foreign Language Learners’ Beliefs about CALL: The Case of a U.S. Midwestern University | PDF",1792081551,58]