Integrating Multimedia ICT Software in Language Curriculum: Students’ Perception, Use, and Effectivenes


  • Nikolai Penner McMaster University
  • Elzbieta Grodek McMaster University



CALL, language learning software, perception, independent learning, Tell Me More, foreign language teaching


Information and Communication Technologies (ICT) constitute an integral part of the teaching and learning environment in present-day educational institutions and play an increasingly important role in the modern second language classroom. In this study, an online language learning tool Tell Me More (TMM) has been introduced as  a supplementary tool in French and German first and second-year language university classes. At the end of the academic year, the students completed a questionnaire exploring their TMM usage behaviour and perception of the software. The survey also addressed aspects of the respondents' readiness for self-directed language learning. The data were then imported into SPSS and underwent statistical analysis. The results of the study show that 1) relatively few of today's university students are open to the idea of voluntarily using ICT for independent language practice; 2) grade, price, and availability of alternative means of language practice are the most important factors affecting the students' decision to purchase and use ICT software; 3) there is a relationship between the students' decision to buy and use ICT software and their readiness for self-directed learning.


Download data is not yet available.


Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ: Prentice-Hall.

American Council on the Teaching of Foreign Languages (2013, May 15). Maximum class size. Retrieved from

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 (2): 122-147.

Brockett, R. G. (1985). Methodological and substantive issues in the measurement of self-directed learning readiness. Adult Education Quarterly, 36 (1): 15-24.

Chen, T. L. A. (2004). The use of multiple intelligences theory in large computer-assisted EFL classes in Taiwan. Conference Proceedings of Adult Migrant English Program. Darwin, Australia: Charles Darwin University. Retrieved from

Chu, J. (2003). An MOE project report on improving the freshman English program. Center for research and development. Taiwan: Providence University.

Davis F. D., Bagozzi, R. P. and Warshaw P. R., (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35 (8): 982-1003.

Davis F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13 (3): 319-340.

Field, L. (1989). An investigation into the structure, validity, and reliability of Guglielmino's self-directed learning readiness scale. Adult Education Quarterly, 39 (3): 125-139.

Field, L. (1990). Guglielmino's self-directed learning readiness scale: should it continue to be used? Adult Education Quarterly, 41 (2): 100-103.

Fishbein, M. and Ajzen, I. (1975). Belief, attitude, intention and Technology, 11 (2): 10-17.

Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Doctoral dissertation, University of Georgia. Dissertation Abstract International, 38, 6467 A.

Hashim, H. and Yunus, Md. M. (2010b). Learning via ICT : 'Tell Me More'. The International Journal of Learning, 17 (3): 211-223.

Higher Education Quality Council of Ontario (2012). The Productivity of the Ontario Public Postsecondary System. Retrieved on May 15, 2013 from

Kim, In-Seok (2009). The relevance of multiple intelligences to CALL instruction. The Reading Matrix, 9 (1) Accessed Oct. 20, 2012.

Lafford, B., Lafford, P. and Sykes, J. (2007). Entre dicho y hecho… : an assessment of the application of research from second language acquisition and related fields to the creation of Spanish CALL materials for lexical acquisition. CALICO Journal, 22 (3): 679-710.

Lasagabaster, D. and Sierra, J. M. (2003). Students' evaluation of CALL software programs. Educational Media International, 40 (3/4): 293-304.

Learning Preference Assessment (2013, Oct. 20). Self-directed Learning Readiness Scale. Retrieved from

National Council of Teachers of English (2013, May 15). More than a number: why class size matters. Retrieved from

Nielson, K. B. (2011). Self-study with language learning software in the workplace: what happens? Language Learning & Technology, 15 (3): 110-129.

Ontario Confederation of University Faculty Associations (2013, March 6). Data check: Ontario's student-to-faculty ratio now worse than it was during the Double Cohort. Retrieved on May 15, 2013 from

Robey, D. (1979). User attitudes and management information system use. Academy of Management Journal, 22 (3): 527-538.

Schultz, R. L. and Slevin, D. P. (1975). Implementation and management innovation. In Schultz, R. L. and Slevin, D. P. (eds.), Implementing operations research and management science. New York: Elsevier, 3-20.

Schultz, R. L. and Slevin, D. P. (1979). Introduction: the implementation problem. In Doktor, R., Schultz, R. L. and Slevin, D. P. (eds.), The implementation of management science. New York: North-Holland, 1-15.

Straka, G. A. and Hinz, I. M. (1996). The original SDLRS (Self-directed learning readiness scale) reconsidered. In: Bos, W. and Tarnai, C. (eds.), Ergebnisse qualitativer und quantitativer empirischer pädagogischer Forschung. Münster: Waxman, 185-199. Tell Me More. Auralog Inc.

Tell Me More (May 15, 2013). The history of Tell me More. Retrieved from

Tell Me More (2013, Dec. 11). Rosetta Stone to acquire leading international language company Tell Me More, bolstering position in global B2B market. Retrieved on Dec 14, 2013 from

Yunus, Md. M., Hashim, H., Jusoff, K., Nordin, N. M., Yasin, R. M. and Rahman, S. (2010). ESL lecturers' voices on Tell Me More. Studies in Literature and Language, 1 (1): 69-84.






Research papers