The Role of Study Field and Gender in University Students’ Attitudes towards Computer-Assisted Language Learning

Abstract

Just as it has permeated all other aspects of modern life, technology has inevitably transformed the way English is taught and learned, making Computer-assisted Language Learning (CALL) an indispensable component of contemporary language education. This study explores Serbian university students’ attitudes toward CALL and examines whether these attitudes vary by field of study and gender, through an exploratory, mixed-method design, using a sample of 183 students from diverse academic disciplines. The findings reveal that university students generally hold positive attitudes towards CALL, with moderate to high mean scores for both internal and external factors related to ICT integration. This suggests a perceived benefit of ICT, particularly in enhancing classroom atmosphere and instructional practices. Contrary to expectations, no significant differences were found in attitudes towards CALL based on the field of study. Both technological/engineering and social sciences/humanities students displayed similar acceptance levels of ICT in English learning, indicating a uniform appreciation of ICT’s role across disciplines. Similarly, no significant differences were found in attitudes toward CALL based on gender, with the only notable difference being that female students showed a slightly higher appreciation for the external motivating role of ICT.