A Study of the Relationship between Teachers’ CALL Literacy and Students’ Achievement in Writing Skills

Computer assisted language learning, having replaced traditional teaching paradigms, has been acknowledged by many educators, and also began to become a unique opportunity in educational context (Arias,Yoma Vivanco 2010). This paper is an effort to show the relationship between EFL teachers’ CALL literacy and students’ achievements in writing in the context of Iranian high schools using a mixed method research. First off, teachers were divided in to CALL literate and illiterate using a CALL questionnaire designed and validated by the researcher, then in each group 10 CALL literate and 10 CALL illiterate teachers were chosen to send 100 of their students’ writings,50 per each, which had been sent to them through e-mail, to the researcher. According to the results attained, it was confirmed that students whose teachers were CALL literate, performed better than those of CALL illiterate.