Abstract:
Role of self learning in English as a Second Language (ESL) learning is significant as it consists of
processing information and comprehending it without the need of another individual. Further, the
ability of a student to work independently, which is an essential factor in acquiring second language
proficiency, is enhanced through self learning. Thereby the approach of Computer Assisted Language
Learning can be exercised as an effective method in self learning. While CALL has expanded itself to
the pedagogical and methodological approaches of “Behavioristic CALL, Communicative CALL, and
Integrative CALL” (Warschauer M, 1996), the traditional methods of self learning are highly
challenged. The multiple functions performed by CALL as a stimulus, tutor and tool in self learning
outdo the traditional self learning methods of using libraries, study rooms etc., manifestly.
Accordingly, this study focuses on the effectiveness of CALL as a method of self learning when
compared with the traditional self learning methods. Thereby it observes the ability of acquiring
English grammar by second language learners of English. In this research, the focused grammar
component was 12 tenses of English. The sample consists of 80 students from the Advanced
Technological Institute, Kegalle who are within 20 -23 years of age. The sample showed the same
level of competence in English (selected by a pre test). The sample was regrouped into 2 groups of 40
in each group. One group was employed in the traditional methods of self learning while the other
group incorporated CALL as the method of self learning. At the completion of the given time period
their acquired knowledge was tested by a post test. As to the hypothesis, results indicated that self
learning has become more effective with collaboration of CALL, surpassing the traditional methods.
