Volume 9, Issue 19 , Winter and Spring 2017, , Pages 1-24
Abstract
With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy ...
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With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy accommodating new programs and technologies and hence have not spent enough time to evaluate the CALL programs and technologies employed to find their affordances and limitations. The present study was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL. To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English learning program participated in the study. The required data were collected through a mixed-method design. The results of data analysis showed that CALL can enhance language learning and English listening, reading, and writing skills. It can also increase students' motivation and interest in learning and their exposure to language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good standards and an interactive nature necessary for the development of communicative proficiency, and may give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they may come unprepared. The present study argues that the mere focus on technological support is not adequate, and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL environment should be developed.
