Integrating CALL into English Classrooms: A Case Study of Three Expert Teachers with CALL Experience

Abstract

This study investigates the perspectives of three expert teachers on integrating computer assisted language learning (CALL) into English classrooms. The research uses the multiple-case study method to investigate the use of CALL by exploring pedagogical beliefs and actions adopted by expert teachers when using CALL, and student feedback of the classroom performance of expert teachers through classroom observation, recording, interviews, and related information. The results suggested that the three expert teachers had four objectives in using CALL: (1) to reinforce students' English skills, (2) to instruct students to use multimedia, e-learning, and online resources, (3) to enable students to explore other cultures, and (4) to improve their learning motivation. The beliefs of the three expert teachers shaped their teaching actions. Two of them emphasized student understanding and communication, while the third focused on developing students' academic reading and writing skills. While the teaching outcomes achieved by the expert teachers varied, all resulted in an improvement in language skills and strengthened their ability to use digital learning resources to solve English learning problems, as well as an increase in learning motivation and lowering learning anxiety. This study concludes by providing suggestions for teaching and subsequent research.