Implementing Computer-Assisted Language Learning in the EFL Classroom: Teachers’ Perceptions and Perspectives

Abstract

The aims of the study reported in this article are to investigate factors affecting English as a foreign language (EFL) teachers' use of computers in their classrooms and to find out EFL teachers' perceptions of computer-assisted language learning (CALL) and ways to improve CALL practice in school settings. Participants in the study were twelve Korean in-service teachers of EFL working at secondary schools in Korea. A questionnaire and follow-up in-depth interviews were employed to collect data. The results of the study indicate that the teachers have positive and favourable attitudes toward the use of the computers. They consider computer technology as a useful teaching tool that can enhance ways of teaching by offering students a variety of language inputs and expanding students' learning experiences in real and authentic contexts. It is also reported that external factors such as lack of time, insufficient computer facilities, rigid school curricula and textbooks and lack of administrative support negatively influence the implementation of CALL in the classroom. Internal factors such as teachers' limited computer skills, knowledge about computers and beliefs and perceptions of CALL also seem to significantly affect teachers' decisions on the use of CALL. Based on the findings of the study, implications are made for the effective implementation of CALL in EFL contexts.

Exploring the Instructional Strategies of Elementary School Teachers When Developing Technological, Pedagogical, and Content Knowledge via a Collaborative Professional Development Program

“…However, some studies have indicated that technology integration by teachers in the classroom is insufficient (Ertmer, 1999;Ertmer, 2005;Park & Son, 2009). This observation has led to analyses of technology integration by teachers (Gülbahar, 2007;Güyer & Sahin, 2011;Jang, 2008;Liu,2009), and also hints at the affordability and constraints of technology as an enabler of different teaching approaches (Mishra & Koehler, 2006).…”

The Computer Literacy and Use: The Case of Taiwanese Pre-service Elementary School English Teachers

“…Despite the diverse picture of language teachers' computer literacies, most research illustrates that a large proportion of language teachers consider CALL implementation beneficial for their instruction (Albilirini, 2006;Aydin, 2013;Bordbar, 2010;Li & Walsh, 2011;Park & Son, 2009;Yunus, 2007).…”

“…Previous research exploring language teachers' computer literacy skills has been conducted in Asia (Albilirini, 2006;Aydin, 2013;Chen, 2012;Li & Walsh, 2011;Park & Son, 2009;Shin & Son, 2007;Son, Robb, & Charismiadji, 2011;Sumi, 2010;Yunus, 2007), Europe (Dooly, 2009;Fuchs, 2006), North America (Fuchs & Akbar, 2013;Kessler & Plakans, 2008;Lam, 2000;Meskill, Anthony, Hilliker-Vanstrander, & You, 2006;Wiebe & Kabata, 2010), and South America (Barsotti & Martins, 2010). It has been demonstrated that increased access to technology facilities does not guarantee that language teachers would always integrate CALL into their instruction.…”

“…Yunus (2007) noted that 444 Malaysian ESL teachers in technical schools minimally used information and communications technology (ICT) in class. Reporting results from surveys and interviews, Park and Son (2009) investigated how 12 EFL secondary-school teachers in South Korea used computers in class. Internet and CD-ROMs were the tools most frequently utilized by these teachers due to their ease of application.…”

A Senior Teacher’s Implementation of Technology Integration

“…However, teachers' lacking computer literacy in most countries constitutes a major impediment in this regard. Studies have indicated that although many teachers often use technology in their daily lives, they do not apply it in class (Cuban, 1993;Ertmer, 2005;Park & Son, 2009;Wang, 2007). Furthermore, studies have claimed that even if schools provided adequate hardware and software, many teachers would still follow the traditional way of teaching (Mumtaz, 2000).…”