<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was designed as an empirical examination of the attitudes of teachers and students on the successful application of computer assisted language learning in English language classrooms in Bosnia and Herzegovina. Lack of motivation is one the problems that most teachers are faced with. There are many causes of poor motivation, but one of them is certainly the unattractiveness and dullness of traditional methods, teaching materials and resources. However, many authors with educational experience point out that the use of information technology can positively influence students’ motivation and encourage them to work actively. While adults, as digital immigrants, might not use modern information technology excessively, children and teens are true digital natives, who have grown up with the latest technologies and use them with great pleasure in all aspects of their lives adapting them to their needs (Prensky, 2001). The results obtained in this research are an indicator of the current attitude of teachers and students towards these issues, but they also highlight some important necessary reforms in the field of teacher education.</p></abstract>

The paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was designed as an empirical examination of the attitudes of teachers and students on the successful application of computer assisted language learning in English language classrooms in Bosnia and Herzegovina. Lack of motivation is one the problems that most teachers are faced with. There are many causes of poor motivation, but one of them is certainly the unattractiveness and dullness of traditional methods, teaching materials and resources. However, many authors with educational experience point out that the use of information technology can positively influence students’ motivation and encourage them to work actively. While adults, as digital immigrants, might not use modern information technology excessively, children and teens are true digital natives, who have grown up with the latest technologies and use them with great pleasure in all aspects of their lives adapting them to their needs (Prensky, 2001). The results obtained in this research are an indicator of the current attitude of teachers and students towards these issues, but they also highlight some important necessary reforms in the field of teacher education.

Computer assisted language learning in English language classrooms in Bosnia and Herzegovina

ExELL

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was...

Computer assisted language learning in English language classrooms in Bosnia and Herzegovina

Published Online: Dec 31, 2020

Page range: 14 - 46

Received: Apr 23, 2020

Accepted: May 04, 2020

DOI: https://doi.org/10.2478/exell-2020-0012

Keywords
computer-assisted language learning, English language classes, teachers’ and students’ attitudes

© 2020 Nihada Delibegović Džanić et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Computer assisted language learning in English language classrooms in Bosnia and Herzegovina

Published Online: Dec 31, 2020

Page range: 14 - 46

Received: Apr 23, 2020

Accepted: May 04, 2020

DOI: https://doi.org/10.2478/exell-2020-0012

Keywordscomputer-assisted language learning, English language classes, teachers’ and students’ attitudes

© 2020 Nihada Delibegović Džanić et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Keywords
computer-assisted language learning, English language classes, teachers’ and students’ attitudes