Improving Indonesian EFL Learners’ Motivation Through Computer Assisted Learning (CALL)

It has been argued that technology can improve learners’ motivation. Furthermore, technology integration has been regarded one of motivational strategies or techniques to improve learners’ positive attitudes. In this regard, one of motivational strategies that can be given to learners is incorporating CALL (Computer Assisted Language Learning) to EFL (English as a Foreign Language) classrooms. Therefore, the present research analyzed the effects of CALL on a group of Indonesian EFL learners’ motivation. In order to obtain the results, the present re-search conducted a quasiexperimental study toward 40 college students. In addition, a set of questionnaires adapted from Taguchi, Magid & Papi (2009) as well as semi-structured inter-views were used as research instruments. In addition, English tests will be given to the respondents to see the effects of CALL on the improvement of learners’ achievements. The results of present study suggest the positive effects of CALL on learners’ motivation. In addition, learners’ achievement also improved after being intervened with CALL. Nevertheless, the use of CALL needs to be supported by teachers who are capable enough to provide suitable materials that suit learners’ need. Thus, it seems important for teachers to be provided with prior sufficient training on how to use CALL effectively.


INTRODUCTION
Technology seems to have a positive effect on EFL learning. The point is shown on numerous studies on the impacts of technology integration toward EFL classes (Bull & Ma, 2007;Harmer, 2007;Larsen-Freeman & Anderson, 2011). The use of multimedia technology in EFL learning can improve learning independence and help learners to overcome difficulties which might happen in traditional classrooms (Crystal, 1997;Miranty & Rachmawati, 2016;Sari, 2020). In addition, the appropriate use of technology based EFL learning can be beneficial to learners (Clements & Sarama, 2003). The above points how the benefits of technology in EFL classrooms. CALL (Computer Assisted Language Learning) can be considered as one of techniques to integrate technology in EFL learning. As claimed by Butler-Pascoe & Ellen (1997), CALL can create a language learning environment that helps learners to practice target language. Furthermore, teachers are encouraged to motivate learners to find activities that can support language learning from computer technology (Harmer, 2007;Genç lter, 2015). Studies toward the use of CALL in writing classes show its positive effects in motivating, creating conducive learning environment and improve the quantity and quality of their writing skills (Bialo & Sivin-Kachala, 1996;Goldberg, Russell, & Cook, 2003;Lam & Pennington, 1995;Stepp-Greany, 2002). In addition to learners' motivation, several studies indicate positive attitudes of learners toward CALL (Akbulut, 2008;Bebetsos & Antoniou, 2009;Brown & Vician, 2004;Mahmoudi et al, 2012). The above findings suggest positive impacts of CALL on learners' motivation and attitudes.
Despite numerous studies on the effects of CALL on EFL learning, there seems to be a lack of studies which investigate Indonesian EFL learners' motivation and attitudes toward CALL. The present study aims to investigate the effects of CALL on EFL learners' attitudes and motivation. In addition to fill the void, the present study aims to provide deeper insights to educators, researchers and other policy makers on the impacts of technology in EFL learning, especially in Indonesian EFL learning context. Specifically, the present study is guided by this research question, what are the effects of CALL on attitudes and motivation of a group of EFL learners in Bekasi, Indonesia?

RESEARCH METHODOLOGY
The present study uses a quasi-experimental method to obtain its data.
Respondents consist of 40 college students in a private university in Bekasi, Indonesia and took Basic Reading and Writing class. They are divided into experimental and control classes. Both classes were given a set of questionnaires adapted from Taguchi, Magid, & Papi (2009) before and after the treatment which consist of seven sessions. For experimental class, each session is integrated with computer assisted instruction. They were also given weekly tasks which needed to be finished and submitted via internet. The questionnaires use a Likert scale with following responses: (1) Strongly disagree, (2) Disagree, (3) Agree, and (4) Strongly agree.
Before the questionnaires were distributed, a pilot study was conducted to see the validity and reliability of the questionnaires was conducted by using Pearson product moment and Cronbach's Alpha (>0, 65) to measure the questionnaires. In this regard, r=0.811, p<0,05 and N=4. Following are the results of pilot study. **. Correlation is significant at the 0.01 level (2-tailed).
In addition to the questionnaires, semi-structured interviews were given to four respondents. Due to the mixed nature of the present study, obtained data will be treated differently. While quantitative data will be analyzed using SPSS 23, qualitative data will be coded based on different categories. Besides questionnaires and interviews, English tests will be given before and after treatment to see learners' improvement. In addition, English tests were conducted to see the effects of CALL on learners' achievements.  writing skills show that web-based writing class has better impacts than traditional one. The above studies suggest that CALL has positive effects on learners' motivation and achievements.

Results
Despite points mentioned in the previous paragraphs, it is still possible that the in-crease in learners' motivation cannot be attributed solely to CALL' integration to English classrooms. Nevertheless, the interviews' results indicate that the respondents are more motivated to learn English due to CALL. In addition, the interviews' results indicate factors which motivate the respondents to use computers in English classrooms. Following are the comments of respondents regarding their motives to use computers for learning English.
"Firstly, data (for learning English) is more available. Secondly, the materials are easier to be understood and thirdly I think the presentation is more attractive than regular textbooks." Student 1 "My main motivation is easier to be…learned, especially (If I use) computers. More flexible. (It) can be accessed everywhere and every time from any device. Its presentation is also good, attractive. (It) can be understood faster, once (I see it) and can be accessed everywhere and (I like learning from) traditional and modern (methods to be balanced) so I like writing and computer…" Student 3 The above comments indicate that the respondents are motivated to use computers for learning English because they can access materials easily. By connecting their devices to internet, learners can access learning materials faster than using textbooks. In addition, attractive presentation is one of factors which motivates the respondents to use computers.
Similarly, a study of Ellinger et al (2001)  Despite their relatively high level of motivation due to CALL' integration, most respondents of present study said that they do not mind to learn English without computers as long as several requirements are met. Following are respondents' comments: "Umm, first is teacher, teachers should be able to explain well, don't ramble, just straight to the materials, and the textbooks, they should have attractive visuals." Student 1 "Yes, I can learn English without using computers. How can I as a college student get interested to learn English without using computers? First, in my opinion teachers should be friendly to students and teachers should have interesting teaching methods. That way we can be interested to learn English without using computers." Student 3 The above comments show that despite learners' motivation toward CALL, they can still learn English without computers as long as teachers deliver lessons in ways that can motivate learners to learn English. In this sense, strategies that teachers take to motivate learners can be considered as motivational strategies.
Teachers with suitable motivational strategies can be regarded as important as CALL in influencing learners' motivation. Kung (2003) also emphasizes the importance of teachers toward learners' motivation. Furthermore, key success of foreign language learning lies on how efficient teachers can guide students and supportive teaching strategies (Mutlu & Eröz-Tuğa, 2013;Segura & Greener, 2014).
Although CALL can im-prove learners' motivation (Chapelle & Jamieson, 2008;Motteram, 2013), it should be ac-companied by the presence of teachers who can support learners in using computers for language learning. As argued by Abunowara (2016)