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Abstract
This study aimed at investigating the relationship between computer anxiety and computer attitude and examining prospective EFL teachers’ computer anxiety and computer attitude with respect to several independent variables. Computer Anxiety Scale (CARS) and Computer Attitude Scale (CAS) were administered to 70 prospective EFL teachers. Descriptive results indicated that overall prospective EFL teachers had relatively moderate scores in CARS and the sub-scales of CAS. Pearson product-moment correlation coefficient showed a significant correlation between computer anxiety and computer liking. However, no significant correlation was found between computer anxiety and computer confidence and between computer anxiety and computer usefulness. Relevant to the effect of background characteristics on computer anxiety and computer attitude, while age, grade, computer ownership and degree of access to computers were not found to be significant correlates of computer anxiety and attitudes towards computers, gender and the CAS subscale ‘‘usefulness” and CGPA and CAS subscale ‘‘liking” were found to be positively correlated.
Keywords
Abstract
This study aimed at investigating the relationship between computer anxiety and computer attitude and examining prospective EFL teachers’ computer anxiety and computer attitude with respect to several independent variables. Computer Anxiety Scale (CARS) and Computer Attitude Scale (CAS) were administered to 70 prospective EFL teachers. Descriptive results indicated that overall prospective EFL teachers had relatively moderate scores in CARS and the sub-scales of CAS. Pearson product-moment correlation coefficient showed a significant correlation between computer anxiety and computer liking. However, no significant correlation was found between computer anxiety and computer confidence and between computer anxiety and computer usefulness. Relevant to the effect of background characteristics on computer anxiety and computer attitude, while age, grade, computer ownership and degree of access to computers were not found to be significant correlates of computer anxiety and attitudes towards computers, gender and the CAS subscale ‘‘usefulness” and CGPA and CAS subscale ‘‘liking” were found to be positively correlated.