Volume 8, Issue 2  August 2012, pp. 55–70          Download PDF

Regular Articles
Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers’ attitudes and perspectives

Reza Dashtestani1

1 University of Tehran, Iran rdashtestani@ut.ac.ir

DOI: https://doi.org/10.29140/jaltcall.v8n2.134


Abstract

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.



Copyright

© Reza Dashtestani

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This work is licensed under a Creative Commons Attribution 4.0 International License.


Suggested citation

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


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