88 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 6 CALL Course Design for Second Language Learning: A Case Study of Arab EFL Learners Abbad Alabbad The University of Queensland, Australia Christina Gitsaki The University of Queensland, Australia Peter White The University of Queensland, Australia inTRoDuCTion In recent years, the question of what it means to know and learn and its implications on how we should teach have inspired various academic disciplines, e.g. mathematics, science, and language teaching, to undergo a significant change in the epistemology which underlies their pedagogical practice (Reagan, 1999). In order to address the limitations of the commonly practised teacher-based instructional pedagogy, scholars turned to constructivism as a ABsTRACT The study presented in this chapter investigated the impact of computers and the Internet on both the achievement of learners of English as a foreign language (EFL) and their attitudes toward learning EFL. The feld study took place at a University in Riyadh, Saudi Arabia, where frst year students study English 101, a compulsory English language course. Thirty students were randomly selected to study in an alternative EFL course using computers, the Internet and collaborative activities within a con- structivist framework. Another group of 38 students was also randomly selected to be the control group. These students attended English 101 taught using traditional teaching aids and the grammar-translation teaching method. The study was 13 weeks long. The fndings of the study indicate a strong positive shift in the subjects’ attitude and motivation toward learning EFL after using the new technology-based ap- proach. As to the subjects’ language achievement, the treatment group outperformed the control group by 30%. These fndings provide strong support for the effectiveness of a technology-enhanced learning environment for second language teaching and learning. DOI: 10.4018/978-1-60566-842-0.ch006