The Relationship between Attitude to Computer Assisted Language Learning and Language Proficiency: Evidence from Mobile Text Message

A new trend in the relationship between technology and language learning is the application of cell phones in language learning. This study investigated the relationship between language proficiency and attitude to Computer Assisted Language Learning (CALL) and the Iranian EFL students’ acquisition of some grammatical forms instructed through Mobile Assisted Language learning (MALL); that is, mini-lessons delivered to them by mobile text message. To this end, 36 participants in two pre-intermediate and intermediate intact groups were given a validated questionnaire of attitude to CALL, and received ten daily mobile text messages containing grammar mini-lessons every morning and afternoon. Afterward, they were given a teacher-made grammar test based on those points. It was found that the interaction of language proficiency and attitude to CALL did not have any significant relationship with the learnersʹ achievement. Likewise, this study did not find any significant relationship between attitude to CALL and learnersʹ improvement in learning grammar. But proficiency level had a significant effect on uptake of CALL; that is, grammar teaching through mini-lessons delivered by cell phone. It was concluded that the reason why the results of this study contradict those of previous studies is that CALL is still far from a state of institutionalization and normalization in Iran. CALL, and especially mobile-delivered instruction, is not still considered anything more than pastime. The implication is that educators and language teachers should try to implement and integrate CALL as an indispensible component of the teaching-learning process in their classrooms.