Computer-Assisted Language Learning in the context of higher education in Namibia: A case study of the University of Namibia and Namibia University of Science and Technology
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Date
2025
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University of Namibia
Abstract
The purpose of this study was to investigate the role of Computer-Assisted Language Learning
(CALL) in higher education in Namibia by examining the attitudes and perceptions of students
towards CALL, identifying the factors and characteristics that best support their language learning,
exploring the challenges that impede the delivery of CALL, and determining mitigation strategies
to inform the development of a framework for effective CALL implementation. It further
examined how technology driven approaches and the application of Artificial Intelligence (AI) can
contribute to improving English proficiency and support teaching and learning. CALL has gained
increasing prominence in recent years as an interactive instructional technique that utilises
information and communication technology (ICT) to enhance language education, offering a
multimodal learning environment that combines text, graphics, sound and video to facilitate
language learning. Despite the adoption of CALL, learners at various levels of their study in
Namibia still struggle with English proficiency. This challenge is partly attributed to the
inadequate utilisation of interactive ICT methods during learners' formative years, stressing the
need to examine CALL integration from primary grades through to the tertiary level. This study is
situated within the field of Instructional Design and Technology in Higher Education Studies, with
a specific focus on the integration of Computer-Assisted Language Learning (CALL) in Namibian
tertiary institutions. The study employed a convergent parallel mixed-methods research design,
informed by a pragmatic paradigm, to explore the integration and impact of CALL. Data were
collected from undergraduate students and language lecturers at UNAM and NUST. The study
population included 448 second-year English majors, from which a proportionate sample of 207
students was selected through stratified random sampling, ensuring representation from both
institutions. The sample was allocated proportionally, with 159 students from UNAM and 48
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students from NUST (ΣS = 207). In addition, purposive sampling was used to select 30 lecturers
with language teaching experience (18 from UNAM and 12 from NUST). (ΣS = 30). Data
collection instruments included semi-structured questionnaires for quantitative analysis and openended questions for qualitative data. Quantitative data was analysed using descriptive statistics,
while thematic analysis was applied to qualitative data. The study’s conceptual framework
integrated the Technology Acceptance Model (TAM), Social Learning Theory (SLT), Diffusion
of Innovation Theory (DOIT), and Assessment Theory (AT) for a comprehensive analysis. The
study findings revealed that students held positive attitudes towards CALL, recognising its
potential to enhance language learning. However, students also identified challenges such as
limited access to technology, technical difficulties, and the need for better integration of CALL
into the curriculum. Results indicated that students' socio-economic backgrounds significantly
impacted their access to and utilisation of CALL tools. It was further revealed that students valued
the interactive and engaging nature of CALL but expressed the need for more training and support
to effectively use the technology. The study revealed that lecturers acknowledged the importance
of integrating CALL into language teaching but faced challenges such as lack of infrastructure,
technical support, and training. The Universal Computer-Assisted-Language Learning Model
(UCALM) was developed and proposed to enhance learning. A course outline that provides a
systematic and progressive delivery of CALL content was also proposed, spanning from
undergraduate levels (NQF Level 7 and Level 8) to postgraduate studies at the Master’s level (NQF
Level 9).
The study concluded that while both students and lecturers recognised the potential benefits of
CALL in language learning, significant challenges hindered its effective implementation in the
Namibian higher education context. The findings revealed the need for improved infrastructure,
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technical support, and training to facilitate the successful integration of CALL. The study also
concluded that addressing the socio-economic disparities among students was crucial to ensure
equitable access to CALL resources. Furthermore, the study concluded that it is important to
integrate CALL interventions with the curriculum and provide adequate support for both students
and lecturers to maximise the potential of CALL in enhancing language education. The study
recommends that higher education institutions invest in improving the technological infrastructure
to support CALL implementation, including providing reliable internet access and up-to-date
computer equipment. It is recommended that comprehensive training programmes be developed
and offered to both students and lecturers to enhance their technological proficiency and facilitate
the effective use of CALL tools. Institutions are advised to provide adequate technical support to
address any challenges or issues encountered during CALL implementation. Furthermore, CALL
should be systematically integrated into the language learning curriculum, ensuring alignment with
learning objectives and assessment strategies. Collaborative efforts between institutions,
policymakers, and stakeholders should be developed to address socio-economic disparities and
ensure equitable access to CALL resources for all students. Further research is recommended to
explore the long-term impact of CALL on language learning outcomes and to identify best
practices for CALL implementation in the Namibian context
Description
A Dissertation submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy in English and Applied linguistics
Keywords
Computer-Assisted Language Learning (CALL), Artificial Intelligence (AI), Instructional Design and Technology, Language acquisition, Higher education, Digital literacy, English language proficiency, Educational technology, Student engagement, Mobile learning, University of Namibia, Namibia