English teachers’ attitudes toward computer-assisted language learning

The purpose of this study is to explore the reasons and factors behind teachers’ use of computer technology in the classroom. This study also explored teachers’ attitudes toward computer and information technology and how they apply their practical computer-assisted language learning experience and knowledge to their language teaching. We tried to find out if they are looking for ways to continue their professional CALL development. Participants in this study were 83 high school English as Foreign Language teachers who had knowledge and experience of using computer for the purpose of learning and teaching English. Surveys and interviews explored how participants learn about CALL activities; how what they learned in their MA course about CALL interacts with their current teaching contexts; the factors that influence whether or not they use technology in their classrooms; and how they continue to acquire and master new ideas in CALL. The findings support previous research on technology teacher education (Joy Egbert & Trena M. Paulus, 2002) as it suggests that teachers who use CALL activities are often those teachers who had experience with CALL prior to teaching; that lack of time, support, and resources prohibits the use of CALL activities in some classrooms; and that colleagues are the most common resource of new CALL activity ideas outside of formal coursework. The findings also suggested that almost all the teachers had positive attitudes toward computer use in the class. The results also point to the importance of Teachers’ vision of technology itself, their experience with it, their level of computer skill and competence, and the cultural environment that surrounds its introduction into schools and English institutes in shaping their attitudes toward computer technology. Implications for teacher education are that teachers learn better in situated contexts, and technology courses should be designed accordingly.