Abstract
Computer assisted language learning (CALL) literacy is an issue of great concern not sufficiently dealt with in the literature of language teaching and learning. This study examines CALL literacy by Iranian EFL teachers. Reviewing the literature and some models of computer, information, and technology literacy, to collect the data, a questionnaire in Likert scale composed of four sections of computer mediated communication (CMC) tools, online information literacy, multimedia literacy, and basic computer skills was utilized. Following the data analysis by SPSS package, the findings showed Iranian EFL teachers’ moderate level of CALL literacy; however, their literacy on CMC tools was below the satisfactory level. Further, there was a significant relationship between the teachers’ literacy and their academic degree, yet the relationship between their CALL literacy and their teaching experience as well as the difference between the teachers’ literacy and gender was found insignificant. The study has implications for EFL teachers in educational systems supporting CALL-based pedagogy.
Highlights
The ubiquity of information and communication technology (ICT), its various services, and its penetrating into every corner of today’s life is irrefutable
Following the data analysis by Statistical Package for Social Science (SPSS) package, the findings showed Iranian EFL teachers’ moderate level of Computer assisted language learning (CALL) literacy; their literacy on CMC tools was below the satisfactory level
To appraise Iranian EFL teachers’ overall CALL literacy, descriptive statistics was run by SPSS
Summary
The ubiquity of information and communication technology (ICT), its various services, and its penetrating into every corner of today’s life is irrefutable. In educational settings, the impact of new technology is conspicuously observable and dramatically on the rise it is still not “normalized” (Bax, 2003). Underlying the impossibility of isolating literacy from economic, social and technological aspects, Kress (2003) resorts to two outstanding elements: the broad move from the centuries-long dominance of writing to the new dominance of the image and, on the other hand, the move from the dominance of the medium of the book to the dominance of the medium of the screen Underlying the impossibility of isolating literacy from economic, social and technological aspects, Kress (2003) resorts to two outstanding elements: the broad move from the centuries-long dominance of writing to the new dominance of the image and, on the other hand, the move from the dominance of the medium of the book to the dominance of the medium of the screen (p. 1)
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