Abstract
Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers’ understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14 purposely selected pre-service teachers of Teaching English as second Language (TESL). The study examined: (1) What are pre-service teachers’ perceptions of the current use of CALL programs? (2) What are pre-service teachers’ major inhibitors of the implementation of CALL programs? The data for this study was collected through semi-structured interviews. The interviews were transcribed, and the transcription scripts were analyzed using qualitative data analysis software, i.e., hyper research version 2.8.3. Analysis of the data indicated that pre-service teachers were unsatisfied with their use of CALL programs, and they were also unsatisfied with their instructors’ use of CALL programs in their education. These pre-service teachers also believed that the bureaucracies regarding the use of CALL programs at their education institution are the main barrier to the successful implementation of CALL programs. In this regard, they also believed that these bureaucratic procedures in using CALL programs affected their instructors’ attitudes, and thus acted as a compounding barrier from the successful use of CALL programs. Other most frequent barriers that immerged in the context of this study include resources, lack of training workshops, lack of literacy, time. Findings of these studies will provide sufficient and conclusive information on the barriers from adapting CALL and ICT programs.
Highlights
The increasing role of computers in society in the past thirty years has prompted so many studies investigating their affordances as instructional tools
It must be noted that the responses from these preservice teachers were mostly on their own experiences on using computer – assisted language learning (CALL) programs within their own context, i.e., their undergraduate education, either from their own uses of CALL programs and on their instructors uses of CALL programs
Taking similar stance with Evelyn Ng and Olivier (1987), the researchers believe that main issue with the implementation of CALL programs in language teaching is that we still have gaps in the realization of full integration of computers in classes due to the views and uses of CALL programs as remedial or supplementary
Summary
The increasing role of computers in society in the past thirty years has prompted so many studies investigating their affordances as instructional tools. They conducted a quantitative study (i.e., survey) on 332 high school English teachers to study the current trends and patterns of teachers’ concerns and teaching behaviors with respect to technology integration They found that teachers indicated the lack of sufficient instructional design abilities and the lack of preparation time as the most important barriers to successful uptake of CALL (Yang & Huang, 2008). Such a study is important given the fact that preservice teachers will be the key players in the implementation of computer technology in education, i.e., elementary and secondary schools In meeting this challenge, the researchers conducted a study to explore pre-service teachers’ understanding of and barriers from the use of computers (i.e., CALL programs) in education. Perceptions of the current use of CALL programs? (2) What are pre-service teachers’ major inhibitors of the implementation of CALL programs?
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