Teachers and Learners Attitudes towards Using Computer Assisted Language Learning (CALL) in Teaching and Learning English Language Skills in Academic Contexts

The current study explores student and teacher perceptions of and attitudes towards the use of language learning technology in universities of Ahwaz. Qualitative data concerning CALL use were collected in a one-semester course that met for 6 hours per week. A survey was given to students (n=50) and teachers (n=50) while semi-structured interviews were conducted. The survey consisted of 20 items that elicited judgments about CALL use across a range of categories, including its effect on macro and micro language skills, motivation, communication with teachers and peers, online submission and feedback, participation, and student computer skills. Student survey responses were compared with the views expressed in the teacher interviews to identify areas of convergence and divergence in the perceptions and attitudes of the respective groups. The findings revealed that students felt that CALL helps them make progress in different language skills and provides them with access to a variety of learning materials. Teachers and students also reported that the use of these resources increases student motivation and provides a flexible mode for learning in terms of space and time. These findings may offer valuable insights into the status of CALL in Iran.

Keywords:

CALL , attitudes , learning , language , technology