Abstract
This study explored the attitudes of Iranian EFL teachers toward the use of CALL in EFL courses as well as their perceptions of possible barriers to the implementation of CALL. To achieve this aim, 212 EFL teachers participated in this study. Instrumentation included questionnaires, semi-structured interviews, and non-participant observations. The findings indicated that Iranian EFL teachers hold positive attitudes toward the use of CALL. It was also revealed that the participants perceived computers as beneficial tools to be included in EFL courses. The participants further reported several serious barriers to the application and inclusion of CALL in Iranian EFL courses. Strategies and measures to be adopted in order to incorporate CALL into Iranian EFL courses were investigated as well. Finally, it was illustrated that Iranian EFL teachers do not make use of CALL in their courses. This shows a discrepancy between teachers’ attitudes and their actual use of computers in EFL courses. The findings promise implications for renewing EFL programs and teacher training/education courses.
Highlights
There has been increasing interest in the application of computers and technology in educational contexts (Albirini, 2006; Bartsch & Cobern, 2003; Connor & Wong, 2004; Lee, 2000; Timucin, 2006)
The majority of studies conducted in EFL contexts have examined the attitudes of students toward the use of CALL (e.g. Ayres, 2002; Stepp-Greany, 2002; Thang & Bidmeshki, 2010; Timucin, 2006) while there is still limited research addressing the attitudes of EFL teachers toward the use of CALL (Aydin, 2012; Ismail, Almekhlafi, & Al-Mekhlafy, 2010)
The positive attitudes of Iranian EFL teachers are a key factor in the implementation of CALL in Iran since Jones (2001) argues that CALL cannot be applied in EFL courses when the attitudes of teachers and students are not positive toward it
Summary
There has been increasing interest in the application of computers and technology in educational contexts (Albirini, 2006; Bartsch & Cobern, 2003; Connor & Wong, 2004; Lee, 2000; Timucin, 2006). Ayres, 2002; Stepp-Greany, 2002; Thang & Bidmeshki, 2010; Timucin, 2006) while there is still limited research addressing the attitudes of EFL teachers toward the use of CALL (Aydin, 2012; Ismail, Almekhlafi, & Al-Mekhlafy, 2010). Atkins and Vasu (2000) maintain that the attitudes and beliefs of teachers affect their future use of technology and computers. Teachers are expected to improve their computer competence with the advent of different technological developments (Cunningham, 2000; Johnson, 2002; Oh & French, 2007)
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