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The Impact of Computer-Assisted Language Learning on Second Language

Acquisition

Article in Russian Law Journal · June 2023

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RUSSIAN LAW JOURNAL Volume XI (2023) Issue 4

THE IMPACT OF COMPUTER-ASSISTED LANGUAGE LEARNING ON

SECOND LANGUAGE ACQUISITION

IMRAN NAZEER1, SAIRA SONAM2, DR. SABA SADIA3

1MSScholar, Department of English, University of Sialkot, Sialkot, Punjab, Pakistan
2PhD Scholar, Department of English, University of Sialkot, Sialkot, Punjab, Pakistan
3Lecturer, Department of English, University of Gujrat, Gujrat, Punjab Pakistan

Abstract
This research evaluates the usefulness of computer-assisted language learning (CALL) in enhancing
second language acquisition outcomes, focusing on vocabulary, grammar, reading comprehension,
and speaking skills. The study explores factors influencing CALL's impact, including learner
characteristics, motivation, self-regulated learning strategies, and technology. Data was collected
from 30 intermediate-level students and 10 teachers through pre and post-tests and a questionnaire.
This study discussed the results in relation to the Theory of Second Language Acquisition and the
Self-Regulated Learning framework. The findings support the positive impact of Computer-Assisted
Language Learning (CALL) on language skills and emphasize the importance of self-regulated
learning strategies in CALL. The research concludes that CALL effectively enhances second language
acquisition and recommends integrating domain-specific CALL activities, creating a supportive
environment, and offering professional development opportunities for educators to optimize its
effectiveness. Based on the study's findings, it is recommended that the educators should integrate
domain-specific CALL activities, create a supportive learning environment, and offer professional
development opportunities to maximize the effectiveness of CALL in second language acquisition.
Keywords: CALL; computer-assisted language learning; English language learning; second language
acquisition; SLA; teaching English language; theory of SLA; self-regulated learning;

INTRODUCTION
Recently, the second language acquisition (SLA) field has witnessed significant advancements due to
the integration of computer-assisted language learning (CALL) technologies. CALL refers to the
incorporation of computer technology into language learning environments, offering interactive
activities and resources to support language learners. The present research aims to explore the
impact of computer-assisted language learning on second language acquisition, drawing upon the
latest studies to investigate its effectiveness and potential benefits.
The utilization of technology in language learning has garnered considerable attention, with emerging
research highlighting the positive influence of CALL on SLA outcomes. Recent studies have shown that
CALL provides learners with opportunities for independent and personalized learning experiences,
promoting learner autonomy and engagement (Lai & Li, 2022; Sadeghi & Rezaei, 2021). Interactive
audiovisual aid materials and digital resources offered by CALL platforms enable learners to engage
with authentic language input, practice language skills, and receive immediate feedback, ultimately
enhancing language proficiency (Gao et al., 2022; Wang et al., 2021).
Moreover, the integration of CALL into language classrooms has been found to have a substantial
impact on learners' communicative competence. Research has demonstrated that learners who
engage with CALL activities exhibit improved oral and written production, expanded vocabulary
knowledge, and enhanced grammatical accuracy (Gong et al., 2021; Tang et al., 2020). The
hypermedia structures incorporated in CALL programs, such as audio and video recordings, provide
learners with exposure to diverse accents, registers, and authentic language use, facilitating the
development of language skills (Lee & Chien, 2022; Teng & Chang, 2021).
Furthermore, the adaptive nature of CALL platforms has contributed to their effectiveness in
supporting SLA. Intelligent computer-assisted language learning systems (ICALL) employ artificial
intelligence algorithms to analyze learners' performance and deliver personalized feedback and

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RUSSIAN LAW JOURNAL Volume XI (2023) Issue 4

remedial activities (Jin et al., 2021; Zheng et al., 2020). These adaptive features enable customized
instruction, targeting learners' specific weaknesses and promoting efficient and effective language
learning (Lin & Wang, 2022; Liu & Lin, 2021).
Additionally, the integration of technology in language learning environments has expanded learners'
access to language resources beyond the constraints of time and space. Mobile phone apps and
electronic verbal education programs provide learners with the flexibility to engage in language
learning activities at their convenience, resulting in increased opportunities for language practice
and exposure (Wu et al., 2022; Xie et al., 2021). This anytime-anywhere accessibility allows learners
to engage in continuous language learning, enhancing their language acquisition process.
Nevertheless, it is important to critically examine the impact of CALL on SLA and consider potential
challenges and limitations. Recent research has highlighted concerns such as the overreliance on
computer-mediated instruction, which may reduce face-to-face interaction and authentic
communication opportunities (Chapelle et al., 2022; Wang & Sun, 2021). Additionally, issues related
to the digital divide and varying levels of technological proficiency among learners need to be
addressed to ensure equitable access to CALL resources (Chen et al., 2022; Zhang et al., 2021).
The integration of computer-assisted language learning has emerged as a promising tool for second
language acquisition. The latest research indicates that CALL can enhance language learning
outcomes by providing independent and personalized learning experiences, facilitating authentic
language input, and supporting communicative competence development. The adaptive nature and
flexibility of CALL platforms further contribute to its effectiveness in meeting learners' individual
needs. However, careful consideration of potential limitations and challenges is essential to maximize
the benefits of CALL in SLA. The objective of this study is to enhance the current body of literature
by investigating the influence of Computer-Assisted Language Learning (CALL) on the process of
acquiring a second language. This research seeks to provide insights into the potential benefits of
utilizing CALL as a supportive resource for individuals learning a new language.
Problem Statement
In Pakistan, English language proficiency is considered essential for educational and professional
success, but traditional language teaching methods face challenges in meeting the diverse needs of
learners and limited resources (Ahmed & Hussain, 2021). The study in hand raises important questions
regarding the effectiveness of technology in language learning and acquisition. Pakistan is a
multilingual country with diverse linguistic backgrounds and a strong emphasis on English language
proficiency. However, traditional language teaching methods often struggle to cater to the needs of
a large population, limited resources, and varying levels of access to quality education. Thus,
exploring the impact of computer-assisted language learning (CALL) on second language acquisition
in Pakistan becomes crucial to address these challenges and enhance language learning outcomes.
Research Objectives
The study tried to achieve the following research objectives:
1. To evaluate the effectiveness of CALL in enhancing second language acquisition outcomes,
including vocabulary, grammar, reading comprehension, and speaking skills.
2. To examine the factors influencing the impact of CALL on second language acquisition, such
as learner characteristics, motivation, self-regulated learning strategies, and the role of
technology.
Significance of the Study
The implication of this research reclines in its potential to enhance language learning outcomes by
evaluating the effectiveness of CALL and addressing diverse learner needs. The findings can inform
pedagogical practices, guiding educators in integrating technology effectively and promoting learner
autonomy. Additionally, the study has policy implications, providing insights for policymakers to
allocate resources and develop infrastructure to facilitate the integration of CALL in language
education. This research contributes to the advancement of language education practices, harnessing
the benefits of technology to address the challenges faced by language learners in diverse contexts.
Delimitations

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Delimitations of the study include a small sample size of 30 intermediate students from two specific
colleges in Gujranwala, resulting in limited generalizability. The study also had a potential gender
imbalance due to separate male and female colleges. The data collection focused on English teachers'
perspectives through questionnaires, omitting input from other stakeholders. Time constraints
prevented a long-term follow-up to assess sustained language acquisition outcomes. The study relied
on specific theoretical frameworks, potentially overlooking other relevant theories. In light of these
limitations, the study provides valuable insights into the effectiveness of CALL in language acquisition
within the specific context under investigation. Furthermore, it underscores the necessity for
additional research with larger and more diverse samples to enhance the applicability and
generalizability of the findings.

LITERATURE REVIEW
Computer-Assisted Language Learning (CALL) has emerged as a promising approach to enhance second
language acquisition (SLA). This review aims to critically analyze previous literature and examine the
impact of CALL on SLA. The review synthesizes and evaluates various studies to provide a
comprehensive understanding of the relationship between CALL and SLA.
Several studies have explored the impact of technology-enhanced language learning on SLA. Smith
(2017) conducted a meta-analysis of 20 studies and found that CALL positively influenced various
aspects of SLA, including vocabulary acquisition and speaking proficiency. Similarly, Chen et al.
(2019) investigated the effect of CALL on writing skills and reported significant improvement among
learners.
Researchers have examined the cognitive processes involved in CALL and their connection to SLA.
Jones and Lee (2018) investigated the role of attentional resources in CALL and found that learners
who engaged in interactive CALL activities demonstrated greater improvements in SLA. Furthermore,
Li and Wang (2020) highlighted the positive impact of CALL on learners' cognitive engagement, leading
to enhanced SLA outcomes.
Motivation plays a crucial role in SLA, and several studies have explored the impact of CALL on learner
motivation. Chen and Liu (2019) conducted a study and found that learners who utilized CALL tools
demonstrated increased motivation and engagement, leading to improved SLA outcomes.
Additionally, Kim and Lee (2021) investigated the effects of CALL on learners' self-efficacy and
reported a positive relationship between CALL use and increased self-efficacy, thus facilitating SLA.
Individual differences among learners can influence the effectiveness of CALL in SLA. Li and Gong
(2018) examined the impact of learner autonomy on CALL and found that autonomous learners
benefited more from CALL activities compared to less autonomous learners. Additionally, Cheng et
al. (2022) explored the influence of learning styles on the effectiveness of CALL and reported that
learners with a visual learning style performed better in SLA tasks through CALL.
Studies have also focused on pedagogical considerations in implementing CALL for SLA. Wang and
Huang (2019) emphasized the importance of task-based CALL activities, which provide meaningful
and interactive language practice opportunities. They found that learners who engaged in task-based
CALL activities showed improved SLA outcomes. Furthermore, González-Lloret (2020) discussed the
integration of CALL into the language curriculum and highlighted the need for effective teacher
training to maximize the benefits of CALL in SLA.
The reviewed literature demonstrates the positive impact of CALL on various aspects of SLA. The
findings highlight the potential of CALL to enhance vocabulary acquisition, speaking, writing,
cognitive engagement, learner motivation, and individual differences. Moreover, pedagogical
considerations play a crucial role in optimizing the benefits of CALL in SLA. However, further research
is needed to explore specific contexts, learner populations, and implementation strategies to fully
understand the implications of CALL in SLA.
The existing research on computer-assisted language learning (CALL) in the context of second
language acquisition has primarily focused on specific language skills and lacks comprehensive
investigation. There is a research gap in understanding the overall impact of CALL on second language
acquisition outcomes, particularly in the Pakistani context. This study aims to address this gap by

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conducting a holistic examination of the effectiveness of CALL, considering various language skills
and contextual factors. The findings of this study contributes the existing literature and provides
valuable insights for educators and policymakers seeking to optimize language learning through
technology.

METHODOLOGY AND THEORETICAL FRAMEWORK

To achieve the objectives a mixed-methods research approach was employed. The study involved
both quantitative data collection and qualitative data analysis. A total of 30 Intermediate level
students from two colleges in Gujranwala, namely Govt. Graduate College (male) and Govt. Post
Graduate College (female), were chosen for the study. Quantitative data was collected through pre-
and post-tests to evaluate the variations in vocabulary acquisition, grammar proficiency, reading
comprehension, and speaking skills among the participants. A control group that followed traditional
classroom instruction was compared with an experimental group that received CALL intervention.
A systematic random sampling method was employed to select ten English teachers from the same
institutes to complete a questionnaire. The data compiled from the students and the teachers then
discussed and the results then analyzed in the light of the Theory of Second Language Acquisition,
proposed by Long (1996) and the Self-Regulated Learning (SRL) framework, as proposed by
Zimmerman (2000). Through the integration of research methodology and theoretical framework, the
objective of this study is to offer a holistic comprehension of the effectiveness of CALL in improving
second language acquisition outcomes, while also identifying the factors that influence its impact
within the Pakistani context.
Data Analysis
In order to assess the existing knowledge of the students, the researcher conducted a pre-test
encompassing various aspects. The pre-test included evaluations on vocabulary acquisition, grammar
proficiency, reading comprehension, speaking skills, learner characteristics, motivation, self-
regulated learning strategies, and technology. These areas were considered essential in gauging the
students' aptitude and readiness for further learning. The obtained results from the pre-test are
presented in Table 1, providing a comprehensive overview of the students' performance in each
category. The findings from this initial assessment serves as a basis for identifying areas of
improvement and tailoring the subsequent teaching approach to meet the specific needs of the
students.
Table 1 The Results of Pre-Test Conducted from the Intermediate Students
Self-
Regulate
Learner
Vocabul Gramma Speaki d Tot
Stude Reading Characteris
ary r ng Learning al Percent
nt Comprehen tics and
Acquisiti Proficie Skills Strategi (40 age
No. sion (5) Motivation
on (10) ncy (10) (5) es and )
(5)
Technol
ogy (5)
1 4 3 1 0 2 2 12 30.00
2 5 2 2 0 3 1 13 32.50
3 7 5 4 1 4 2 23 57.50
4 3 1 1 0 3 3 11 27.50
5 3 2 2 2 2 2 13 32.50
6 5 4 1 0 3 1 14 35.00
7 1 2 2 3 3 2 13 32.50
8 2 0 0 0 2 2 6 15.00
9 4 1 1 3 4 3 16 40.00
10 6 2 1 2 2 1 14 35.00

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RUSSIAN LAW JOURNAL Volume XI (2023) Issue 4

11 1 4 2 0 3 1 11 27.50
12 7 4 3 1 2 1 18 45.00
13 5 3 2 1 2 1 14 35.00
14 2 1 0 0 2 1 6 15.00
15 6 6 5 3 4 2 26 65.00
16 1 0 2 0 1 3 7 17.50
17 1 0 0 0 3 3 7 17.50
18 2 0 1 0 2 3 8 20.00
19 1 0 0 0 2 3 6 15.00
20 3 4 1 0 3 2 13 32.50
21 6 5 5 2 5 1 24 60.00
22 4 2 1 1 3 2 13 32.50
23 2 3 1 0 3 1 10 25.00
24 3 2 2 3 2 1 13 32.50
25 1 0 0 0 3 1 5 12.50
26 4 2 1 1 2 1 11 27.50
27 6 6 4 2 3 2 23 57.50
28 7 4 4 2 3 3 23 57.50
29 5 2 3 1 2 1 14 35.00
30 5 1 1 0 2 1 10 25.00
Overall Percentage: 33.08
Note: The Results of Pre-Test Conducted from the Intermediate Students.
Table 1 displays the results of a pre-test conducted with Intermediate-level students to assess their
knowledge and skills in vocabulary acquisition, grammar proficiency, reading comprehension,
speaking skills, learner characteristics and motivation, as well as self-regulated learning strategies
and technology. The table presents the individual scores of the students in each assessment area,
along with their total score and percentage. The overall average percentage achieved by all students
in the pre-test was 33.08%. These results serve as a baseline measure for evaluating the impact of a
CALL intervention on second language acquisition outcomes.
The pre-test results presented in Table 1 provide valuable insights into the students' initial
performance and serve as a baseline for assessing the effectiveness of the teaching program that
followed. Based on the findings of the pre-test, the researcher designed a targeted teaching program,
implemented at an academy, with a specific focus on utilizing Computer-Assisted Language Learning
(CALL) tools and resources. During the teaching program, which spanned over a period of 30 days,
the students received instruction and engaged with various CALL gadgets and technologies. These
included interactive language learning software, online resources, language learning apps, and
communication tools. The teaching approach emphasized a combination of individual, group, and
pair work activities to foster collaborative learning and practice in the English language.
Following the teaching program, a post-test was administered to evaluate the students' learning
progress and to determine the impact of the CALL intervention. The results of the post-test are
presented in Table 2, reflect the students' performance after the completion of the teaching
program. These results enable the researcher to compare and analyze the pre-test and post-test
scores, assessing the effectiveness of the CALL intervention in terms of vocabulary acquisition,
grammar proficiency, reading comprehension, speaking skills, learner characteristics, motivation,
self-regulated learning strategies, and technology.
Table 2 The Results of Post-Test Conducted from the Intermediate Students
Stude Reading Learner Self-
Vocabul Gramma Speaki Tot Percent
nt Comprehen Characteris Regulate
ary r ng al age
No. sion (5) tics and d

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RUSSIAN LAW JOURNAL Volume XI (2023) Issue 4

Acquisiti Proficie Skills Motivation Learning (40

on (10) ncy (10) (5) (5) Strategi )
es and
Technol
ogy (5)
1 7 9 5 4 4 4 33 82.50
2 7 6 4 3 4 4 28 70.00
3 10 6 3 2 4 5 30 75.00
4 7 7 4 2 4 4 28 70.00
5 6 8 5 4 4 4 31 77.50
6 8 7 3 3 3 5 29 72.50
7 5 6 3 4 3 2 23 57.50
8 6 7 4 2 4 5 28 70.00
9 7 8 4 3 5 4 31 77.50
10 9 10 3 5 5 5 37 92.50
11 6 6 3 4 4 4 27 67.50
12 7 8 5 3 5 5 33 82.50
13 7 7 3 3 4 4 28 70.00
14 8 8 4 2 5 4 31 77.50
15 9 10 5 4 5 5 38 95.00
16 5 6 4 3 3 4 25 62.50
17 6 7 5 1 4 5 28 70.00
18 4 7 4 4 3 4 26 65.00
19 2 6 5 3 3 3 22 55.00
20 6 7 3 4 4 5 29 72.50
21 9 8 5 2 5 4 33 82.50
22 9 7 3 2 4 5 30 75.00
23 7 9 4 4 3 5 32 80.00
24 8 8 5 3 3 5 32 80.00
25 6 5 4 3 5 5 28 70.00
26 6 7 3 4 3 4 27 67.50
27 10 9 5 3 3 5 35 87.50
28 10 8 4 5 5 4 36 90.00
29 7 8 5 4 4 5 33 82.50
30 8 8 4 4 4 4 32 80.00
Overall Percentage: 75.25
Note: The Results of Post-Test Conducted from the Intermediate Students
Table 2 displays the post-test results of Intermediate-level students after completing a teaching
program that incorporated CALL intervention. The table presents individual scores for various
assessment areas, including Vocabulary Acquisition, Grammar Proficiency, Reading Comprehension,
Speaking Skills, Learner Characteristics and Motivation, and Self-Regulated Learning Strategies and
Technology. The results demonstrate significant improvements in the students' language-related skills
and competencies, with an overall average percentage of 75.25%. These findings highlight the
effectiveness of the CALL-based teaching program in enhancing language learning outcomes.
Table 3 Difference between the Pre and Post Test Results
Sr. No. Pre-Test Percentage Post-Test Percentage Difference
1 30 82.5 52.5

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RUSSIAN LAW JOURNAL Volume XI (2023) Issue 4

2 32.5 70 37.5
3 57.5 75 17.5
4 27.5 70 42.5
5 32.5 77.5 45
6 35 72.5 37.5
7 32.5 57.5 25
8 15 70 55
9 40 77.5 37.5
10 35 92.5 57.5
11 27.5 67.5 40
12 45 82.5 37.5
13 35 70 35
14 15 77.5 62.5
15 65 95 30
16 17.5 62.5 45
17 17.5 70 52.5
18 20 65 45
19 15 55 40
20 32.5 72.5 40
21 60 82.5 22.5
22 32.5 75 42.5
23 25 80 55
24 32.5 80 47.5
25 12.5 70 57.5
26 27.5 67.5 40
27 57.5 87.5 30
28 57.5 90 32.5
29 35 82.5 47.5
30 25 80 55
Overall %age 33.08 75.25 42.17
Note: Difference between the Pre and Post Test Results
Table 3 provides the difference between the pre-test and post-test results of the students. The table
includes a column for the serial number (Sr. No.), the pre-test percentage, the post-test percentage,
and the difference between the two. Each row represents an individual student, identified by their
serial number. The pre-test percentage column shows the percentage achieved by the student in the
pre-test, while the post-test percentage column displays the percentage achieved in the post-test.
The difference column indicates the change in percentage between the pre-test and post-test for
each student. The table highlights the significant improvements made by the students from the pre-
test to the post-test. The difference values demonstrate the extent of progress achieved in their
language learning outcomes. The "Overall %age" value at the bottom of the table represents the
average difference between the pre-test and post-test results for all the students, which is 42.17%.
This table provides a clear overview of the improvement in the students' performance and the
effectiveness of the teaching program incorporating CALL intervention. The difference between pre
and post-test is given in the given below chart for more clearity.

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RUSSIAN LAW JOURNAL Volume XI (2023) Issue 4

Chart 1 Difference between the Pre and Post Test Results

22%
28%
Pre-Test Result %age
Post-Test Result %age
Difference

50%

Note: The Difference between the Results of Pre and Post Test
The above given chart 1 shows that the students got improved their knowledge 28% by learning with
the help of CALL. The results obtained from the pre-test and post-test conducted with Intermediate-
level students provide valuable insights into the effectiveness of the teaching program that
incorporated CALL intervention. The findings demonstrate significant improvements in various
language-related skills and competencies among the students. Upon analyzing Table 2, it is evident
that there has been a notable enhancement in vocabulary acquisition, grammar proficiency, reading
comprehension, speaking skills, learner characteristics and motivation, as well as self-regulated
learning strategies and technology. The students' post-test scores exhibit higher percentages
compared to their pre-test scores, indicating progress in their language learning outcomes. Table 3
further emphasizes the positive impact of the teaching program. The difference column illustrates
the magnitude of improvement between the pre-test and post-test results. The average difference
of 42.17% signifies a considerable advancement in the students' performance after receiving
instruction with CALL intervention. This suggests that the integration of technology and self-regulated
learning strategies has played a crucial role in enhancing their language learning experience.

RESULTS DISCUSSION OF PRE AND POST TESTS

The results of the study, in line with Long's Theory of Second Language Acquisition (1996), reveal
significant improvements in the students' language skills after the implementation of the teaching
program incorporating Computer-Assisted Language Learning (CALL) intervention. The pre-test scores
indicated the students' initial proficiency levels across various language domains, reflecting their
diverse language learning abilities and backgrounds. However, the post-test scores demonstrated
substantial progress, with students achieving higher scores and narrower gaps between their pre and
post-test performances.
Long's theory emphasizes the importance of interactive input, learner characteristics, and individual
differences in language acquisition. The integration of CALL intervention in the teaching program
provided students with interactive and engaging language learning opportunities, facilitating input
and promoting interaction. Additionally, students' individual characteristics, such as motivation, self-
regulated learning strategies, and proficiency in using technology, likely influenced their
performance. Those who displayed higher levels of motivation and effectively utilized self-regulated
learning strategies showed greater progress in their language acquisition, as evident in their post-
test scores.
The results support Long's Theory of Second Language Acquisition by demonstrating the positive
impact of CALL intervention on language learning outcomes. The incorporation of technology and
interactive learning experiences fostered language skill development among the students, with
individual differences and learner characteristics influencing their progress. These findings highlight

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the potential of integrating technology in language education to enhance language acquisition

processes.
Results of Questionnaire
A questionnaire was conducted from the teachers to achieve the second objective of the study. The
questionnaire was conducted on 10 statements in the favour of CALL. The teachers were asked to
give the score to the statements by using four point likert scale. The given below table shows the
results of the questionnaire:
Table 4 The Mean Value and Standard Deviation of the Statements
Sr. Total Sta.
Statements Mean
No. Responses Dev.
Motivated learners tend to benefit more from CALL in their
5 10 4 3.46
second language acquisition journey.
Learner characteristics, such as prior language proficiency and
3 learning style, significantly influence the impact of CALL on 10 3.9 3.38
second language acquisition.
The adoption of self-regulated learning strategies by students
8 10 3.8 3.29
positively affects their success with CALL.
Technology plays a vital role in facilitating language learning
7 10 3.8 3.29
processes through CALL.
The integration of technology in language learning processes
10 10 3.7 3.19
enhances student engagement and motivation.
Motivation alone is not sufficient to ensure positive outcomes
6 10 3.7 3.19
with CALL in second language acquisition.
Learners who utilize self-regulated learning strategies
4 10 3.7 3.19
effectively are more likely to benefit from CALL.
Learner characteristics, such as age and gender, have minimal
1 impact on the effectiveness of CALL in second language 10 3.5 3
acquisition.
The availability of appropriate technological resources is
9 necessary for maximizing the impact of CALL on second 10 3.4 2.93
language acquisition.
Learner characteristics, such as learning preferences and
2 personality traits, influence the effectiveness of self-regulated 10 3.3 2.93
learning strategies in conjunction with CALL.
Note: The Mean Value and Standard Deviation of the Statements is given.
Table 4 presents a comprehensive analysis of the mean values and standard deviations for a series of
statements regarding the impact of Computer-Assisted Language Learning (CALL) on second language
acquisition. The table consists of ten statements, each numbered for reference purposes. One key
finding (Statement 5) suggests that motivated learners tend to derive greater benefits from CALL in
their second language acquisition journey. This statement received a mean value of 4, indicating a
high level of agreement among the respondents. Similarly, Statement 3 highlights the significant
influence of learner characteristics, such as prior language proficiency and learning style, on the
effectiveness of CALL, with a mean value of 3.9. The importance of self-regulated learning strategies
emerges in Statements 8 and 4, where their adoption by students is associated with positive outcomes
in CALL-based language acquisition. Both statements received a mean value of 3.7, reflecting the
respondents' recognition of the benefits of self-regulated learning strategies. The pivotal role of
technology in facilitating language learning processes through CALL is emphasized in Statements 7
and 10, which received mean values of 3.8 and 3.7, respectively. These findings underscore the
significance of integrating technology into language learning and its potential to enhance student
engagement and motivation.

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However, it is worth noting that motivation alone is not sufficient for successful CALL-based language
acquisition, as stated in Statement 6. This statement also received a mean value of 3.7, indicating
agreement among the respondents. Statement 1 suggests that learner characteristics such as age and
gender have minimal impact on the effectiveness of CALL in second language acquisition, as reflected
by a mean value of 3.5. Additionally, the availability of appropriate technological resources is
deemed necessary for maximizing the impact of CALL, as stated in Statement 9. This statement
received a mean value of 3.4, highlighting the importance of adequate technological support for
successful language acquisition. Finally, Statement 2 highlights the influence of learner
characteristics, such as learning preferences and personality traits, on the effectiveness of self-
regulated learning strategies in conjunction with CALL. This statement received a mean value of 3.3,
indicating the respondents' recognition of these influences. Table 4 provides valuable insights into
the perceptions of respondents regarding the impact of CALL on second language acquisition. It
reveals the varying degrees of agreement and provides an overview of the mean values and standard
deviations for each statement, shedding light on the factors that influence the effectiveness of CALL
in language learning contexts.

DISCUSSION
The results of Table 4, which present the mean values and standard deviations of statements related
to Computer-Assisted Language Learning (CALL), can be discussed in the context of the Self-Regulated
Learning (SRL) framework proposed by Zimmerman (2000). The SRL framework emphasizes the role
of learners' active engagement and control over their learning process. The statements in Table 4
that reflect the impact of self-regulated learning strategies on CALL effectiveness show relatively
high mean scores, such as "The adoption of self-regulated learning strategies by students positively
affects their success with CALL" and "Learners who utilize self-regulated learning strategies
effectively are more likely to benefit from CALL." These results align with the SRL framework, as
self-regulated learners are expected to take ownership of their learning, set goals, monitor their
progress, and employ effective learning strategies. The positive mean scores indicate that the
teachers recognize the importance of learners' ability to regulate their learning processes when using
CALL.
Furthermore, the statement "Motivation alone is not sufficient to ensure positive outcomes with CALL
in second language acquisition" received a moderate mean score. This suggests that the teachers
acknowledge the significance of motivation, but they also recognize that motivation needs to be
accompanied by self-regulated learning strategies for optimal outcomes. This finding supports the
SRL framework, which emphasizes that motivation alone may not lead to effective learning if learners
lack the necessary self-regulation skills. However, it is worth noting the relatively high standard
deviations in the responses, particularly for statements related to learner characteristics and the
availability of technological resources. These variations in opinions may reflect different
understandings and interpretations of self-regulated learning and its relationship with CALL within
the context of second language acquisition.
The results of Table 4, when considered in light of the Self-Regulated Learning framework proposed
by Zimmerman (2000), suggest that the teachers recognize the importance of self-regulated learning
strategies in conjunction with CALL. The findings support the idea that learners who effectively
employ self-regulation skills are more likely to benefit from CALL. However, the variations in
responses highlight the need for further exploration and discussion regarding the relationship
between self-regulated learning and CALL within the context of second language acquisition.
Findings
The findings from the study align with Long's Theory of Second Language Acquisition and demonstrate
the positive impact of Computer-Assisted Language Learning (CALL) intervention on students'
language skills. The integration of CALL provided interactive and engaging learning experiences,
leading to significant improvements in language acquisition. Individual learner characteristics, such
as motivation and self-regulated learning strategies, influenced the students' progress. These results

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highlight the potential of technology-enhanced language education to enhance language learning

outcomes and cater to diverse learner needs.
Teachers' acknowledgment of the significance of self-regulated learning strategies in Computer-
Assisted Language Learning (CALL), in line with Zimmerman's Self-Regulated Learning framework, is
evident from the high mean scores for statements reflecting the positive impact of self-regulation on
CALL effectiveness. The moderate mean score for motivation suggests the need for a combination of
motivation and self-regulated learning strategies. Nonetheless, the high standard deviations in
responses suggest variations in understanding and interpretation of self-regulated learning and CALL.
Further exploration and discussion are required to fully comprehend the complexities of integrating
self-regulated learning with CALL in language learning contexts.

CONCLUSIONS
In conclusion, the results of the pre and post-tests provide compelling evidence for the effectiveness
of computer-assisted language learning (CALL) in enhancing various aspects of second language
acquisition. The significant improvements observed in vocabulary acquisition, grammar proficiency,
reading comprehension, and speaking skills indicate that the incorporation of CALL in the teaching
program positively impacted language learning outcomes. These findings support the first objective
of the study, emphasizing the potential of CALL to enhance second language acquisition in multiple
language domains.
Regarding the second objective, the examination of factors influencing the impact of CALL on second
language acquisition revealed important insights. The recognition of learner characteristics,
motivation, self-regulated learning strategies, and the role of technology emerged as significant
factors that influence the effectiveness of CALL. The findings from the questionnaire indicate that
self-regulated learning strategies play a crucial role in optimizing the benefits of CALL, and
technology serves as a facilitator in language learning processes. These conclusions highlight the
importance of considering individual learner characteristics and promoting active engagement in
CALL-based language learning to maximize its impact on second language acquisition.
Recommendations
Based on the study's findings, the research recommends that the educators should integrate CALL
activities that align with specific language domains and provide interactive and engaging learning
opportunities. Second, creating a supportive and motivating learning environment that fosters self-
regulated learning strategies and utilizes technology to cater to learners' interests and preferences
is crucial. Additionally, offering teacher professional development programs to enhance educators'
skills in integrating CALL effectively and exploring the long-term impact of CALL, as well as emerging
technologies, would contribute to further advancements in language learning outcomes.

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