Innovation in Language Learning

Recently, Information and Communication Technology (ICT) has drastically changed the way of teaching and learning. In Morocco, like any other parts of the world, the government has, enormously, been an enthusiastic supporter of technology to uplift the educational quality. However, without students' positive computer attitudes, students will not be successful nor will be prepared to acquire new knowledge to achieve good results. To this end, the present study (1) identifies the potential relationship between computer enjoyment (CE) and students' English achievement (EA), (2) explores the type of relationship between computer anxiety (CA) and achievement in English, (3) examines the nature of relationship between computer utitility (CU) and English achievement (EA), and finally investigates the type of relationship between computer familiarity (CF) and English achievement among Moroccan university students. Therefore, the main instruments, questionnaires and achievement tests, are analyzed and interpreted quantitatively; whereas the semi-structured interviews are treated qualitatively. The statistical tools used in order to help analyze and interpret data make use of percentages, frequencies, and Correlation tests. Following what has been hypothesized, the quantitative findings reveal that there is no statistically significant correlation between CE, CA, CU, CF, and EA. Likewise, the qualitative data results confirm the quantitative findings. The resultsof the study lead to some implications to enhance students' computer attitudes, and subsequently develop their English achievement at the level of the four language skills.

Keywords: computer anxiety, computer attitudes, computer enjoyment, computer familiarity, computer utility, English achievement