Effect of Computer Assisted Language Teaching on EFL Pakistani Young Learners

  • Asifa Iqbal
  • Muhammad Imran Shah
Keywords: computer-assisted language teaching (CALT), computer-assisted language learning (CALL), foreign language learners


Naturally, improving technology in the current century has assigned the contemporary English instructor new tasks and obligations. The position of the English practitioner, along with the techniques and approaches to teaching the English language, has undergone dramatic change. In order to make ELT more exciting, creative, and profitable, technology offers a multitude of options, especially in the sense of TESOL. Levy (1997) describes computer-assisted language learning (CALL) more succinctly and more generally as "the search for and study of applications of the computer in language teaching and learning”. The purpose of this experimental research is to equate the second language acquisition of the synchronous computer-mediated communication (SCMC) classroom with the Face-to-Face (FTF) engagement classroom. Since ESL learners at our primary level are unable to turn their thoughts from native to the second language. The study followed the quantitative methodology in the tradition of experimental study. The subjects of the study were all the primary students registered in the schools of Faisalabad Pakistan. The data was obtained from the communicative activities and a questionnaire survey conducted at the end of the session. The results indicate the overall progress drawbacks and behaviors of the students and teacher towards the communicative language teaching and learning. In order to know students' oral competence needs for English, the higher education commission (HEC) is urged to review the syllabus. It will strengthen the communication abilities of primary learners to meet the contemporary difficulties of everyday life. This study is only for the primary level students to find out which learning methods are best for English language learning in Pakistan.