THE IMPACT OF CAL ON THE MOTIVATION OF HEARING-IMPAIRED CHILDREN

Computer-assisted learning (CAL) may provide a valuable additional res ource for Teachers of the Deaf. Both a CAL program and a workbook were designed to teach an area of syntax, namely, question formation. A re presentative sample of hearing-impaired children was selected, half of whom received the CAL program and the other half the live, workbook t uition. The response of both groups was evaluated to see the extent to which they persevered in learning from the CAL and workbook tutorials , and the extent to they preferred each medium. It was found that pupi ls spent longer on the CAL program, a difference which was statistical ly significant. Almost all pupils also stated that they preferred CAL to live tuition, even those who had undertaken the workbook tuition.