Teachers’ Perspectives and Attitudes towards Computer-Assisted Language Learning (CALL)

Abstract

Using technology in language learning can develop practices for students through experiential learning, enhance student achievement, motivate students to learn more, encourage greater interaction between teachers and students and students and peers, increase authentic materials for study, escape from a single source of information, enlarge global understanding, and emphasize individual needs. The purpose of the study was to measure the perspectives of teachers regarding computer-assisted language learning (CALL) and create a better understanding of CALL. The study had 186 participants (114 female and 72 male), all of whom were K-12 teachers in the United States. The first phase of the study used exploratory factor analysis to reveal the underlying structure of a relatively large set of variables. The second phase of the study used descriptive analysis to measure perspectives and attitudes towards CALL. The results of the study highlighted that teachers have affirmative perspectives and attitudes for using technology in their classrooms. Teachers considered computer technology as a useful teaching tool that can improve ways of teaching by expanding the learning experiences of students in real and authentic contexts and offering them a variety of language inputs.