Research on Computer-Assisted Language Learning in Iran: Priorities, Challenges, and Attitudes among CALL Researchers and Teacher Educators

This study aimed at shedding light on issues pertaining to conducting CALL research in Iran. Therefore, a questionnaire was designed and validated using exploratory factor analysis (EFA).  Iranian CALL researchers (n=107) and TEFL teacher educators (n=7) participated in the study. Independent samples t-test was used to examine perceptual differences. Findings established that while there were both commonalities and discrepancies between the CALL researchers’ and teacher educators’ perspectives, positive attitudes towards carrying out CALL research were identified in the study. However, findings revealed that conducting CALL research was influenced by a couple of contextual, pragmatic, and infrastructural constraints. The participants preferred considering cross-sectional, correlational, and experimental research as the research designs for their CALL studies. With regard to the research priorities, the participants believed that carrying out CALL research and teaching methodologies/approaches, language learning skills and sub-skills, assessment and testing, curriculum development, learning theories, and adult EFL learning had a high priority. Furthermore, the findings indicated that Iranian CALL researchers had low to moderate competence in conducting CALL research and that they did not take effective measures to facilitate their professional development for conducting CALL research.