Volume 8, Issue 2 August 2012, pp. 55–70
Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers’ attitudes and perspectives
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.
© Reza Dashtestani
This work is licensed under a Creative Commons Attribution 4.0 International License.
Dashtestani, R. (2012). Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers’ attitudes and perspectives. The JALT CALL Journal, 8(2), 55–70. https://doi.org/10.29140/jaltcall.v8n2.134
Intercultural education in times of restricted travel: Lessons from the Gaza Strip
Maria Grazia Imperiale
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 22–38.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90.
(Mis)use of e-mail in student-faculty interaction: Implications for university instruction in Germany, Saudi Arabia and Japan
The JALT CALL Journal Published: 30 April, 2013, Volume 9(1), 23–57.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
(Re)turning to contrastive rhetoric’s basic communication principles: A Common Ground theory perspective
Jonathan D. Brown
Australian Journal of Applied Linguistics Published: 22 August, 2022, Volume 5(2), 77–87.
3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan
Robert Swier, Mark Peterson
The JALT CALL Journal Published: 31 December, 2018, Volume 14(3), 225–238.
A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher
The JALT CALL Journal Published: 31 December, 2014, Volume 10(3), 189–202.
A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing
Jamshid Heidari, Farzaneh Khodabandeh, Hassan Soleimani
The JALT CALL Journal Published: 31 August, 2018, Volume 14(2), 143–156.