Computer-Assisted Language Learning In The Efl Classroom: Teachers’ Perceptions And Perspectives

Abstract

The intend of the study reported in this research work is to examine factors influencing English as a foreign language (EFL), teachers’ employability of computers and technologies in their classrooms, ways to improve CALL practice in educational institutions and to discover EFL teachers’ perceptions of computer-assisted language learning (CALL). Fifteen African students were observed and examined in Institute of Hotel and Tourism Management, DBRAU. A questionnaire and follow-up in-depth interviews were conducted to assimilate data. The outcome of the research specified that the teachers have favorable and positive attitudes toward the use of the computers. They find computer technology as a valuable teaching tool that can upgrade ways of teaching by offering students a variety of language inputs and escalating students’ learning experiences in authentic and actual contexts. This research also focused on external factors such as insufficient time, deficient computer facilities, appropriate textbooks and , inflexible college curriculum, lack of administrative support leaves an adverse influence while implementation of CALL in the classroom. Some Internal issues such as teachers’ inadequate computer skills and knowledge leads to negative perceptions of CALL also seem to significantly affect teachers’ decisions on the use of CALL. On the basis of the study, inferences are made for the effective execution of CALL in EFL contexts. These English labs should be mandatory at school level as well where students learn through four dynamics of teaching i.e. Listening, Reading, Speaking and Writing.
The intend of the study reported in this research work is to examine factors influencing English as a foreign language (EFL), teachers’ employability of computers and technologies in their classrooms, ways to improve CALL practice in educational institutions and to discover EFL teachers’ perceptions of computer-assisted language learning (CALL). Fifteen African students were observed and examined in Institute of Hotel and Tourism Management, DBRAU. A questionnaire and follow-up in-depth interviews were conducted to assimilate data. The outcome of the research specified that the teachers have favorable and positive attitudes toward the use of the
computers. They find computer technology as a valuable teaching tool that can upgrade ways of teaching by offering students a variety of language inputs and escalating students’ learning experiences in authentic and actual contexts. On the basis of the study, inferences are made for the effective execution of CALL in EFL contexts. These English labs should be mandatory at school level as well where students learn through four dynamics of teaching i.e. Listening, Reading, Speaking and Writing.