The Relationship Between Attitude and Perceived Self Efficacy of Pre-service English Teachers on Computer-Assisted Instruction

The main purpose of this study was to determine the relationship between attitude and perceived self-efficacy of pre-service English teachers on computer-assisted instruction. Besides, the attitude and perceived self-efficacy of pre-service English teachers on computer-assisted instruction according to their gender and class level were also examined within the context of this study. Correlational research model was conducted in the process of the study. The research was conducted with 195 pre-service English teachers studying English Language Teaching at the education faculties of Anadolu University and Eskisehir Osmangazi University in 2014-2015 academic year. Convenience sampling method was used to form the participants of the study. The data of the study was collected by using “The Attitude Scale Toward Making Computer-Supported Education” and “Self-efficacy Scale in relation to Computer-Based Education” developed by Arslan (2006). The findings of the study showed that there was a significant positive relation at a medium level between the attitude and perceived selfefficacy of the participants on computer assisted instruction. It was also revealed that pre-service English teachers had positive attitudes toward computer-assisted instruction and they showed high self-efficacy on the subject. Moreover, their attitude and perceived self-efficacy did not change according to gender and class level variables.


Introduction
Technology has witnessed a great development and proliferation in our age.In parallel with the technological advancements, many technological devices, especially the computers, have taken place in education.The use of computers in education is very advantageous in many ways.For instance, the use of computers in classrooms increases the motivation and thereby the academic success of students and it helps to enrich the teaching and learning activities (Banister, 2010;Brooks-Young, 2002).Besides, computer technology supports learning and it is especially useful in developing the higher order skills of critical thinking, analysis and scientific inquiry (Roschelle, Pea, Hoadley, Gordin & Means, 2001;Speaker, 2004).The findings of metaanalysis by Kulik and Kulik (1991) have also indicated that computer-based instruction usually produces positive effects on students-from kindergarten pupils to adults.Moreover, it reduces the needed time for instruction and effects student attitudes toward teaching and computers.Due to its numerous advantages, it has become a necessity for teachers to make use of computers in instruction.Computer-assisted instruction is the use of computers as a sub-tool in instruction to enrich the teaching-learning activities and to increase the quality of them (Akkoyunlu, 1998).It is necessary to integrate technology into programs to equip students with necessary knowledge and skills for 21 st century.
Governments in most developing countries have initiated national programs to introduce technology into education (Albirini, 2006).Turkish Ministry of National Education (MoNE) has also taken some steps since 1990s to integrate technology into education by taking into consideration the advantages of computer use in instruction.One of these steps, FATIH Project, was taken in 2010 and FATIH is the abbreviation for "Increasing Opportunities and Improvement of Technology Movement" in Turkish.This project is a process of an educational reform being implemented by the government.Twelve year compulsory education (4 years of primary school + 4 years of secondary school + 4 years of high school) has been introduced in Turkish state school system, and this educational reform along with the FATIH Project give an opportunity to review and reform foreign language, especially English, learning and teaching.The findings of a report, called "Turkey National Needs Assessment of State School English Language Teaching" and published as a result of a collaboration between the British Council and TEPAV in 2013, have indicated that Turkey consistently ranks very low on various measures of English language speaking.Some of the reasons behind this low level of success have been observed in the report as the teaching of English as a subject rather than as a language of communication; teacher-centered and grammar based approach in language classrooms; seating arrangement which is not appropriate for communicative language practice; textbooks and curricula which fail to take into consideration the varying levels and needs of students.Recently taken steps by MoNE can be regarded as a significant reform to take some precautions for some of the problems stated in the report.While twelve year compulsory education (4+4+4) provides early introduction of foreign language learning from grade two, FATIH Project gives opportunities to communicate and encourages flexibility in language learning to meet different abilities of students.Both tablet computers distributed to each student/teacher and interactive boards made available in every classroom within FATIH Project make it possible to develop technology in schools, to enable equality of opportunity, to personalize textbook content and thus provide interest and motivation at various abilities and to enrich teaching-learning environment by addressing more sense organs by the help of technology use in instruction (MoNE, 2011).
Along with the implementation of FATIH Project, technology has been made available in almost all Turkish state schools.However, it has been stated in some recent research (Güven, 2012;Kayaduman, Sırakaya & Seferoğlu, 2011;Kurt, Kuzu, Dursun, Güllüpınar & Gültekin, 2013) that the computers and the interactive boards provided by the project cannot be used efficiently in instruction.There are some reasons for the ineffective use of computers such as technical problems, heavy work load, inefficient training and support for teachers (Güven, 2012;Kurt, 2014).The success of technology integration into teaching and learning strongly depends on the engagement of teachers, attitudes and beliefs of them and the support given to them The Relationship between Attitude and Perceived Self Efficacy of Pre-service English Teachers on Computer-Assisted Instruction

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(Demiraslan Çevik, Dağhan, Barin & Savran, 2015;Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur & Sendurur, 2012;Wong, Teo & Russo, 2012;Şad & Nalçacı, 2015).Thus, teachers' attitudes towards technology integration can be stated as one of the variables that has an effect on the ineffective use of technology and computers in Turkey.Along with the common use of computers as teaching and learning tools in the classrooms, computer attitudes of teachers and pre-service teachers, who are the future implementers of computers in the classroom, have gained significance.Their attitudes towards computers reflect tendencies towards effective computer usage and thereby the success of the initiatives to implement new technologies like computers in instruction (Myers & Halpin, 2002).Attitudes consist of cognitive, affective and behavioral components (Ajzen, 2005).Cognitive component of attitude is described as beliefs on an object while affective component is described as a positive or negative reaction towards the object.And behavioral component of attitude determines the acts of an individual towards the object.Shashaani, (1993) emphasizes the effect of attitudes on teachers' behaviors in their profession.The reasoned action theory of Fishbein & Ajzen (1975) and the attitude-behavior theory of Levine and Donitsa-Schmidt (1998) note that the beliefs on an object lead to an attitude on it, and this attitude leads to behavioral intentions.These intentions affect the actual behaviors of a person towards the object.From this point of view, it can be said that teachers' beliefs on computers and computer assisted instruction affect their attitudes.Positive beliefs, accordingly attitudes, on computer assisted instruction make it more likely for teachers to use computers more effectively in their classrooms (Van Acker, Buuren, Kreijns & Vermeulen, 2013).In literature, attitudes are emphasized as being one of the most essential factors towards raising the awareness of preservice teachers on computer assisted instruction to be able to become successful in their effective use of computers (Kavanoz, Yüksel & Özcan, 2015;Shashaani, 1993).Therefore, it is significant that the teacher candidates and teachers have positive attitudes towards computers to be able to use them successfully in instruction.Another factor which has an effect on the efficient use of computers in classrooms is teachers' self-efficacy on computer assisted instruction (Kutluca & Ekici, 2010).Bandura (2006) defines self-efficacy as one's belief on his/her capability to perform a specific behavior in a successful way.Pajares (2005) has stated that self-efficacy is not the real ability of individuals, rather it is the belief of them on what they can achieve with this ability and thus, it is a significant factor for success.Perceived self-efficacy plays an important role in affecting motivation and behavior.Human behavior can be better predicted by their belief on abilities rather than previous performances (Bandura, 1995).While it is expected for individuals with high self-efficacy to be more successful, the ones with low self-efficacy are more reluctant and unsuccessful to perform a specific task (Chang, Liu, Sung, Lin, Chen & Cheng 2014;Schunk & Zimmerman, 2003;Zimmerman, 2002).Computer self-efficacy is the perception of someone on his/her ability to use computers in the accomplishment of a task (Compeau & Higgings, 1995).Individuals with a high computer self-efficacy are able to accomplish computing tasks with less support and they use computers in classrooms more successfully.Conversely, those with lower technology self-efficacy tend to show higher levels of anxiety related to technology use in the classroom (Shu, Tu, & Wang, 2011).Moreover, technology self-efficacy is a significant predictor of a student's academic life (Vekiri & Chronaki, 2008).Therefore, the significance of having high self-efficacy level of computer use is obvious for teacher candidates and teachers to perform well in the classroom and to use computers more efficiently.
Using technology in instruction as an efficient tool is more likely to take place when embedded in an education reform that includes teacher training, curriculum, student assessment and the school's capacity for change (Roschelle, et. al., 2001).It is clear that one of the most significant elements for efficient use of computers in instruction is the teacher training.Marra (2004) argues that for teachers to be able to integrate technology effectively, training programs on national standards should be formed.It is important to ensure that the new upcoming teachers are efficient users of computers and capable of integrating technology and computers into education.As having teachers who are efficient and competent users of educational technology is significant, the groundwork must be laid at teacher candidate's level (Wong, Teo & Russo, 2012).Self-efficacy and attitude have a central role in explaining the intention to use computer technology in instruction (Van Acker, Buuren, Kreijns & Vermeulen, 2013).Thus, pre-service teachers' attitudes and perceived self-efficacy on computer assisted instruction are significant factors to achieve success in computer supported education practice (Kutluca & Ekici, 2010).Therefore, it is thought to be necessary to understand attitudes and perceived selfefficacy of pre-service teachers as these variables are associated with technology use in classrooms in the future.
In literature, there are some studies which examine the attitudes and self-efficacy of preservice teachers on computers and computer-assisted instruction (Arslan, 2008;Busch, 1995;Çelik & Yeşilyurt, 2012;Chau, 2001;Kavanoz, Yüksel & Özcan, 2015;Kutluca & Ekici, 2010;Pamuk & Peker, 2009;Torkzadeh & Van Dyke, 2002;Usta & Korkmaz, 2010;Yanık, 2010;Yavuz & Coşkun, 2008).In general, these studies were conducted to define the situation, the relationship between attitude and self-efficacy and the opinions of pre-service teachers on computer assisted instruction, computer attitudes and self-efficacy perceptions.However, when the participants of these studies are considered, it is recognized that there is very limited study which is implemented on English teacher candidates.As the technology beliefs and self-efficacy are the strongest factors of teacher candidates' predicted use of software in their courses in the future, identification and development of these attitudes and perceived self-efficacy on technology use is essential during teacher preparation (Kavanoz, Yüksel & Özcan, 2015).Therefore, it is essential for English pre-service teachers to have positive attitudes and high selfefficacy level for computer assisted instruction to be able to successfully implement computer assisted instruction in their classrooms.It is a necessity to examine the attitudes and perceived self-efficacy of pre-service English teachers before they set in their profession to see the present situation to take some precautions.Moreover, although there is a large body of research regarding computer assisted instruction, computer use self-efficacy and computer attitudes of teachers or teacher candidates, the number of studies which examine the relationships between computer assisted instruction attitudes and self-efficacy still leave a great deal to be desired.In accordance with this necessity, the aims of this study are to determine the relationship between attitudes and perceived self-efficacy of the pre-service English teachers on computer assisted instruction and to examine these attitudes and self-efficacy according to the teacher candidates' gender and class level.The research questions addressing these aims are: 1. Is there a relationship between pre-service English teachers' attitude and perceived selfefficacy on computer assisted instruction?2. What are the attitude scores and self-efficacy levels of the pre-service English teachers on computer assisted instruction?3. Do the attitude and perceived self-efficacy of the pre-service English teachers on computer assisted instruction change according to gender? 4. Do the attitude and perceived self-efficacy of the pre-service English teachers on computer assisted instruction change according to class level?

Research Design
The main purpose of this study was to determine the relationship between pre-service English teachers' attitude and perceived self-efficacy on computer assisted instruction.It was also aimed to examine the attitude and perceived self-efficacy of pre-service English teachers on computer assisted instruction according to their gender and class level.In accordance with the research aim, a correlational research, which looks at existing relations between two or more variables to make better predictions (Fraenkel & Wallen, 1993), was adopted to conduct the study.In a correlational research, the aim is to find out and define the possible relations between facts The Relationship between Attitude and Perceived Self Efficacy of Pre-service English Teachers on Computer-Assisted Instruction 573 without trying to alter these facts (Büyüköztürk, Kılıç-Çakmak, Akgün, Karadeniz & Demirel, 2010).Moreover, a correlational research provides an opportunity to predict scores and explain the relationship among variables (Creswell, 2012).Within the context of this study, it was aimed to define the relation between attitude and perceived self-efficacy on computer assisted instruction without changing the existing situation.

Participants
The participants of the study were the pre-service English teachers who study at the undergraduate program of English Language Teaching at the education faculties of Anadolu University and Eskisehir Osmangazi University during 2014-2015 academic year.The data collection tools were distributed to the pre-service English teachers, and only the volunteers filled in the questionnaires.Therefore, convenience sampling method was adopted in this study.
Convenience sampling is a statistical method which draws representative data by selecting participants because of the ease of their volunteering or easy access.Consequently, 195 English teacher candidates formed the sample of the study.The demographic data related to the participants is indicated in Table 1.

Instruments
This study aimed to determine the relation between the attitude and perceived self-efficacy of pre-service English teachers on computer assisted instruction and to find out whether the attitude scores and self-efficacy levels of the participants on computer assisted instruction change according to gender and class level.Therefore an attitude scale and a self-efficacy scale were used to gather the data of the study.The Turkish form of the items in scales is given in Appendix-A at the end of the paper.
The Attitude Scale toward Making Computer Supported Education: The scale developed by Arslan (2006a) was used in this study to determine the attitudes of pre-service English teachers towards computer assisted instruction.The five point Likert scale has 20 items (10 items negative and 10 items positive).The Cronbach's alpha coefficient of the scale is .93 and for this study it was calculated as .92.While the lowest score obtained from the scale is 20, the highest score is 100.To interpret the findings of the study, score intervals were determined by subtracting the lowest score from the highest one and by dividing the sum into group number [(100-20)/5].According to this arithmetic operation, the score intervals were determined as "very negative" between 20-36; "negative" between 36.1-52; "neutral" between 52.1-68; "positive" between 68.1-84 and "very positive" between 84.1-100.

Self-efficacy Scale in relation to Computer Based Education:
The scale developed by Arslan (2006b) was used to examine the self-efficacy of pre-service English teachers on computer assisted instruction.The five point Likert scale has 20 items (11 positive, 9 negative).The Cronbach's alpha coefficient of the scale is .94and for this study it was calculated as .92.The score intervals to interpret the results of the study were determined as "very low" between 20-36; "low" between 36.1-52; "medium" between 52.1-68; "high" between 68.1-84 and "very high" between 84.1-100.

Analysis of Data
Prior to the analyses of the data, the basic assumptions were tested.In this respect, first of all, whether there was a normal distribution or not was tested, and as a result of the Kolmogorov-Smirnov test, it was seen that the distribution was normal (p>.05).In the study, the significance level was taken as 0.05.As the distribution was normal, parametric tests were used to analyze the data.In order to examine the relationship between attitude and perceived self-efficacy of pre-service English teachers on computer assisted instruction, Pearson product-moment correlation analysis was conducted.Descriptive statistics (frequencies, means, and standard deviations) were used to determine the pre-service English teachers' attitude and perceived selfefficacy on computer assisted instruction.While testing whether the dependent variables (attitude and self-efficacy) change according to independent variables (gender and class level), independent t-test and ANOVA were employed.

Findings
In this part of the paper the results of the data analyses are presented in accordance with the research questions.The first concern of the study is to examine the relationship between the attitude and perceived self-efficacy of the participants on computer assisted instruction.The results of the correlation analysis are shown in Table 2.The results indicate that there is a significant relation between attitude and perceived self-efficacy of the pre-service English teachers on computer assisted instruction (r=.628; p<0.01).This is a medium-level, positive correlation.This finding of the study indicates that as the students have more positive attitudes on computer assisted instruction, they have higher level of self-efficacy on it as well or vice versa.
The second concern of the study is to determine the attitude scores and self-efficacy levels of pre-service English teachers on computer assisted instruction.The results are shown in Table 3.The findings reveal that the mean of the students' attitude scores on computer assisted instruction is 76,58.This value indicates that the students' attitudes for computer assisted instruction are positive.On the other hand, the mean of the students' self-efficacy levels on computer assisted instruction is 74,95.When considering the maximum score (100) from the self-efficacy scale, the revealed mean shows that self-efficacy levels of the students on computer assisted instruction are at a high level.Briefly stated, the participants of the study have positive attitudes and high self-efficacy levels on computer assisted instruction.
The third concern of the study is to determine whether pre-service English teachers' gender make a significant difference in their attitude and perceived self-efficacy on computer assisted instruction.The analysis results of the Independent t-test are shown in Table 4.The results indicate that both female participants' scores ( x =75.5;SD= 12.42) and male participants' scores ( x =79.42;SD=14.63) in attitude scale on computer assisted instruction are positive.Although the mean of the male participants is higher than the females, this difference between the groups is not statistically significant (t= -1.838, p=.086>0.05).It can be concluded that the attitudes of the pre-service English teachers on computer assisted instruction do not change according to their being male or female.
The results of the independent t-test analysis for self-efficacy scale on computer assisted instruction have manifested that both female ( x =73.87;SD= 12.33) and male participants ( x =77.90;SD=12.77)have high level of self-efficacy on computer assisted instruction.The mean of the male pre-service English teachers is higher than that of the female participants.However, this difference is not statistically significant (t= -1.998, p=.494>0.05).The results have revealed that the self-efficacy levels of the pre-service English teachers on computer assisted instruction do not change according to their gender.
The last concern of the study is to examine the effect of participants' class level on their scores in both attitude and self-efficacy scales.The results of one way analysis of variance (ANOVA) are indicated in Table 5.The results indicate that 4 th grade pre-service English teachers' mean score ( x =80,97; SD=10.94) in computer assisted instruction attitude scale is higher than that of the other groups.
All groups' mean scores show that participants' attitude for computer assisted instruction is positive.The results also manifest that as the class level increases, participants' attitudes on computer assisted instruction become more positive as well.However, these differences between groups are not statistically significant (F(3-191)= 2.280, p=.081>0.05).It can be concluded that the pre-service English teachers' attitudes on computer assisted instruction do not change according to class level.The results of ANOVA analysis have also revealed that participants from all grades have a high self-efficacy level on computer assisted instruction.Although, like attitudes, 4 th grade pre-service English teachers' mean score obtained from self-efficacy scale ( x =78.79;SD=11.03) in computer assisted instruction is higher than those of the other groups, this difference between groups is not statistically significant (F(3-191)= 2.642, p=.051<0.05).This finding indicates that perceived self-efficacy of the participants on computer assisted instruction do not change according to class level.

Discussion / Conclusion and Suggestions
The common use of technology both in daily life and in instruction makes it essential for teachers to use it efficiently in the classroom.One of the most significant elements for efficient use of technology and computers is the undergraduate education where teacher candidates are trained for their professions.The attitude and the perceived self-efficacy of pre-service teachers have an effect on their performance in their profession.Attitude to technology and perceived computer self-efficacy are significant predictors of teacher candidates' attitude towards using computer-supported education (Çelik & Yeşilyurt, 2013).Thus, in this study it was aimed to determine the relationship between attitude and perceived self-efficacy of the pre-service English teachers on computer-assisted instruction.Moreover, the participants' attitudes and selfefficacy levels on the computer-assisted instruction according to their gender and class level were also examined.In this part of the research, the results are discussed and compared with other research results on the subject.
The first concern of the study was to examine the relationship between attitude and perceived self-efficacy of the pre-service English teachers on computer assisted instruction.The results showed that there was a significant positive, medium level correlation between attitude and perceived self-efficacy of pre-service English teachers.The present study's findings regarding the relationship between attitude and self-efficacy on computer assisted instruction serve to corroborate the findings of some studies which claim the existence of a positive relationship between these variables (Arslan, 2008;Busch, 1995;Çelik & Bindak, 2005;Doyle, Stamouli & Huggard, 2005;Kaur & Kaur, 2015;Pamuk & Peker, 2009;Torkzadeh & Van Dyke, 2002).Arslan (2008) and Busch (1995), for example, found a positive, medium level correlation between the computer attitudes and self-efficacy levels of undergraduate students.This finding of the study means that as the students' attitudes toward computer-assisted instruction become positive, they perceive themselves more competent in it.Results published by Torkzadeh and Van Dyke (2002) have indicated that students with "high" attitude toward computers have higher self-efficacy scores than students with "low" attitude toward computers.This finding of the current study also supports Bandura (1977) who states that positive emotional arousal has a positive effect on self-efficacy.Hence, the learning environment and the activities should be designed in a way to form positive attitudes and to increase the self-efficacy levels of pre-service English teachers if English teachers who are efficient computer users are desired.It would be very helpful for teacher candidates to see a model how to create a fruitiness and productive environment in classroom by the help of computers to have positive attitudes towards computer assisted instruction.Experience has an effect on developing self-efficacy (Bandura, 1977).Thus, opportunities should be given to the students to use and manage computers in schools to have an experience on them.As individuals with high computer selfefficacy are more successful at using computers (Langford & Reeves, 1998), during undergraduate education, pre-service teachers should be trained on computers in such a way that they should believe in themselves and in their abilities to use computers in instruction.
The second concern of the study was to determine the attitude scores and self-efficacy levels of pre-service English teachers on computer-assisted instruction.The findings of the study indicated that the attitudes of pre-service English teachers on computer-assisted instruction were positive and their self-efficacy levels were also high.Within the line of this finding it can be stated that the pre-service English teachers find it necessary and useful to use computers in instruction and they believe in their abilities to use computers efficiently in the classrooms.A possible explanation for this can be that as the access to the computers become easier today, almost every student has a chance to use computers both in daily life and in education.A large body of research has investigated the effect of computer experience on attitudes towards computers (Badagliacco, 1990;Cazan, Cocoradă & Maican, 2016;Çelik & Yeşilyurt, 2013;Shashaani, 1994).Generally studies conducted on the subject assert that exposure to computers is related to attitudes in a positive way.The casual model, which was introduced in a study by Levine and Donitsa-Schmidt (1998), supports this idea by suggesting that computer use has a positive effect on perceived computer self-confidence, as well as on computer-related attitudes.Besides, there are some other studies which support this idea by stating that the use of computers increases the positive attitude (Sitzmann, 2011;Kutluca & Ekici, 2010) and the self-efficacy levels of the students on computers.This idea was also framed by Bandura (1977), who stated that self-efficacy is developed from external experiences and knowledge from one's own experiences.By the light of these ideas noted in literature, it can be inferred for the current study that as the pre-service teachers use computers and have more experience on them, they feel more competent and thereby have higher level of self-efficacy.Conversely, it is also signified that pre-service teachers with high self-efficacy level on computer perform better in technology use in classrooms (Chang, et. al, 2014;Langford & Reeves, 1998).Therefore, the programs at teacher training institutions should be designed in a way to increase the positive attitudes and self-efficacy levels of teacher candidates to enable them to be efficient users of computers in their classrooms.To achieve this, as stated before, opportunities should be given to pre-service teachers to experience computers during their training, and educational computer programs should be introduced into pre-service teachers' curricula.In this introduced programs, practical part should be emphasized more than theoretical part to give a chance to each student having experience with computers.
The third concern of the study was to examine the pre-service English teachers' attitude and perceived self-efficacy on computer assisted instruction according to gender.In some studies it is hypothesized that computers are more appropriate to men than to women (Cooper, 2006;Levin & Gordon, 1989;Whitley, 1997;Young, 2000).Therefore, this hypothesis was tested within the context of this study.The findings of the study revealed that the gender did not make any significant difference in participants' attitude and perceived self-efficacy on computer assisted instruction.Although the means of the male participants were higher than the females in both scales, it did not mean that male teacher candidates had more positive attitudes and higher self-efficacy levels on computer assisted instruction than the females.This result of the study shows parallelism with the some other studies carried out by Aşkar, Yavuz and Köksal (1992), Cazan, Cocoradă and Maican (2016), Kavanoz, Yüksel and Özcan, (2015) and Shihhsien, (2012).These studies verify the outcomes obtained from this research by stating that there is no difference between males and females in their computer attitude and perceived selfefficacy.On the other hand, some others indicate that there are significant differences between females and males in terms of attitudes and computer use self-efficacy (Cassidy & Eachus, 2002;Chang, et. al., 2014;Huffman, Whetten & Huffman, 2013;Kadijevich, 2000;Kutluca & Ekici, 2010;Padilla-MeléNdez, Del Aguila-Obra & Garrido-Moreno, 2013;Wong, Teo & Russo, 2012;Yüksel & Çeliker, 2014).Kadijevich (2000) noted that males showed a more positive attitude towards computers than females.Beside, Kutluca and Ekici (2010) stated that females had more positive attitudes while there was no difference in their self-efficacy levels.On the other hand, Yüksel and Çeliker (2014) stated that relative to female students, male students showed significantly higher level of computer use self-efficacy.However, in this current study, no significant difference was concurred between males and females.The reasons of these differences in various studies on the subject can be investigated for a better understanding.
The last concern of the study was to examine pre-service English teachers' attitude and perceived self-efficacy on computer assisted instruction according to class level.The findings of the study manifested that class level did not make a significant difference in participants' attitude and self-efficacy on computer assisted instruction.This is probably the most interesting finding of the study when compared with the related literature.According to Bandura (1977), the level of one's experience or knowledge on computers is positively related with computer self-efficacy.Similarly Shashaani (1994) notes that experience or exposure to computers is positively linked to computer attitudes.Moreover, in a different pattern, Pope- Davis and Vispoel (1993) indicate that training on computers or exposure to them has a stronger effect on computer self-efficacy than computer attitudes.Besides, the students who have various years of experience in using a computer have a more positive view on computer use (Liaw & Huang, 2006).Cassidy and Eachus (2002) have also indicated in their study that as the computer experience and computer training increase, the self-efficacy level of higher education students increase as well.As the pre-service teachers at the fourth grade have likely more experience and training on computers in instruction when compared with the first graders, it can be expected that the self-efficacy levels and attitudes of these students should be higher.Although this expectation was met when taking the means of the groups into consideration, it was not met statistically.That is, although the means of the fourth grade pre-service English teachers are higher than the first graders, this difference between the grades does not mean that the fourth graders have more positive attitudes and higher level of self-efficacy on computer assisted instruction than the first graders.This situation can be explained by the common use of computers at each level today.Nowadays, there is almost no individual who do not own a personal computer.According to the findings of Levine and Donitsa-Schmidt (1998), the effect of computer ownership on computer attitudes is somewhat greater than the effect of computer use at school.At this point, it is educationally significant to examine the effect of class level on attitude and self-efficacy regarding computer assisted instruction by controlling the effect of personal computer experiences and exposure to computers out of school to better analyze the effect of computer usage in educational applications on the attitudes and self-efficacy levels.Although the findings of this current study indicate no meaningful difference on participant's attitudes and self-efficacy levels on computer assisted instruction according to class level variable, it is not in good accordance with the study of Jennings and Onwuegbuzie (2001), which states that oldest students have the highest level of computer liking and perceived usefulness of computers.As the related literature indicates a significant difference in students' age or class level, this finding of the study can be tested or compared with different samples of English teacher candidates.
Briefly stated, this study has specified that there is a significant, positive, medium level correlation between attitude and perceived self-efficacy of English pre-service teachers on computer assisted instruction.This finding indicates that in teacher education programs, technology should be integrated into curriculum so that teacher candidates develop positive attitudes and thereby high self-efficacy levels towards computer-assisted instruction.Teacher candidates' attitude and self-efficacy on computers or technology gain much more importance when it is considered that they have to use technology in instruction in their professions.Especially, as English is not used in Turkey and so mostly perceived as unnecessary by many students, English pre-service teachers seem to make use of computers and technology to motivate students and to address the diversity and the interest of them.Another considerable finding of this study is that pre-service English teachers have high self-efficacy level and positive attitudes towards computer-assisted instruction.This means that they psychologically feel adequate and positive to use computers in instruction when they graduate.It shows that they have the potential to contribute to their fields by enriching the learning-teaching activities with The Relationship between Attitude and Perceived Self Efficacy of Pre-service English Teachers on Computer-Assisted Instruction 579 the use of computers and technology in instruction to meet the expectations and needs of the generation.When the failure in implementing computer-assisted instruction in schools has been considered, this study shows that the underlying reason for this failure is not mostly on teacher candidates who are the teachers of the near future.In this case, other factors which affect the success of computer-assisted instruction such as weak technical infrastructure, physical structure, in-service training activities, problems with software and hardware etc. should be investigated and dealt with to make the situation better.
Although this study presents valuable findings and adds to a growing body of literature on the subject, it has several limitations.One of them is that this study was conducted quantitatively and only limited to 195 participants in Eskişehir city.A meta-analysis study on the correlation between teachers or pre-service teachers' attitude and self-efficacy levels on computer-assisted instruction can be conducted for a better understanding of the correlation between attitude and self-efficacy with a wide range of participants.Moreover, a study with teachers, not with pre-service teachers, can be conducted to analyze the effect of attitude and perceived self-efficacy on computer-assisted instruction on their success in applying computerassisted instruction in their classrooms.To understand the possible reasons for ineffective use of computers in instruction, a research with teachers in service is required as pre-service teachers already have positive attitudes and high self-efficacy levels on computer-assisted instruction.On the other hand, pre-service teachers' or teachers' high self-efficacy levels and positive attitudes for computer-assisted instruction do not mean that they are good implementers of the technology.Therefore, teachers' technology implementation process should be observed to find out the difficulties and the problems in computer-assisted instruction.Accordingly, the questions of what the reasons are for ineffective use of computers in instruction and how computers are best used to contribute to improved learning of English should be raised.It can be concluded that further research is needed to identify the conditions for successful implementation and the uses that support English language teaching.

Table 1 .
Distribution of the Participants

Table 2 .
The Relation between the Attitudes and Self-Efficacy Levels of the Participants

Table 3 .
The Attitude Scores and Self-Efficacy Levels of the Participants on Computer Assisted Instruction N

Table 4 .
The Relationship between Attitude and Perceived Self Efficacy of Pre-service English Teachers on Computer-Assisted Instruction 575 Attitude and Perceived Self-Efficacy of Participants on Computer Assisted Instruction

Table 5 .
Comparison of the Participants' Attitude and Perceived Self-Efficacy on Computer Assisted Instruction According to Class Level-(ANOVA Test Results)