In the last 20 years, a worldwide extension of information and communication technologies into the field of education has been noticeable. The global integration of technology into education has potentially been hypothesized on the use of new technological tools to reform an outdated educational system, better adopt students' engagement to the information age, and speed up development efforts in national level. In developing countries, the above commitments have created a set of furious assumptions about the requirement of educational reforms ‘‘initiation stage’’, which requires information collection and planning, sounds to be blurring in this breakneck process of technology implementation (Young, 1991). In other words, computers were
Rosen (2010) stated, today's children have grown up in an environment in which technology is everywhere and much of it is invisible. In other words, these unforeseen technologies in classroom are so prevalent in students' lives outside of school. Li (2007) found students like technology and believed technology could be effective in learning. According to Spires et al. (2008) students' image of school is that it reflects the real-world. Students use technology mostly for digital music, video games, and cell phones outside of schools. Email and instant messaging are other students' most popular use of technology. Students desire to have these facilities of technology at school, too. Cuban (2001) suggested that technology integration in the classroom is more beyond than purchasing and installing new computers. A large number of studies showed that teachers' computer competence influences their attitudes toward computers (Summers, 1990). Instructional practices and quality instruction are necessary to impact student achievement and teacher motivation. Exploring how students learn, and effective integrated technology programs or tools assist the educators to face daily challenges of technology integration into instruction. Among different fields, implementation of technology in language learning and teaching has become very diverse and the ways that they are being used in
For decades, tape recorders and videos have been used as technological devices in language classrooms to optimize language teachers' face to face teaching (Pardede, 2012). Today computer assisted language learning (CALL) has provided wide teaching tools and materials in English classroom situations. Richards (2015) states that technology devices like internet, media, visual and audio social networks out of school contribute more greatly to meaningful and authentic language use of learners than those in classroom. Therefore, integration of technological devices such as computers, interactive whiteboards, etc. into language classroom on the one hand and students as the user of these tools on the other hand put great emphasis on exploring the learners' attitude toward technology and its merits and demerits on language learning