Integrating CALL into an Iranian EAP course: constraints and affordances

Abstract

Iranian universities have recently displayed a growing interest in integrating Computer-Assisted Language Learning (CALL) into teaching/learning English. The English for Academic Purposes (EAP) context, however, is not keeping pace with the current changes since EAP courses are strictly text-based and exam-oriented, and little research has thus far been conducted on using computers in EAP classes. Hence, this study was conducted to explore CALL experiences of an EAP class in an Iranian university while focusing upon the participants’ attitudes toward CALL, the constraints and affordances of CALL integration in EAP, and its effectiveness in enhancing language skills “in a low-resource setting”. To this aim, 25 undergraduate students, their instructor, and a teaching assistant participated in this study. Several instruments were employed to collect data quantitatively and qualitatively. The outcomes of these e-experiences were also analyzed. The findings revealed that the participants generally held positive attitudes toward implementing CALL. They also believed that incorporating CALL into the classroom contributed to the improvement of English language skills. Yet, some challenges emerged in terms of the following barriers in using CALL within EAP courses: infrastructural, institutional, technological, pedagogical, psychological/personal, and sociocultural/ political. Finally, several potential solutions were suggested to ameliorate the opportunities and minimize the costs of CALL in the Iranian context.