Abstract
Bringing new perspectives to the formal learning contexts caused a massive change in the teaching and learning process. Indeed, in recent years, the incorporation of Computer-Assisted Language Learning (CALL) in language education has become increasingly prevalent, offering new opportunities for language learning and teaching. However, its implementation and impact vary across contexts. In fact, the Algerian higher education system witnessed a growing interest in integrating CALL in the English as a Foreign Language (EFL) classroom, but the perceptions and practices of EFL teachers in this regard remain understudied. Correspondingly, whether teachers adopt CALL in their teaching, depends primarily on how they perceive it. Research has shown that teachers' behaviours and practices are heavily influenced by external as well as internal; hence, unobservable factors such as views, perceptions, and attitudes (Borg, 2012; 2019). In that respect, attitudes and views may explain decisions educators apply to teaching; more specifically, teaching with technology.
This project employs a mixed-method explanatory sequential design through a single case study approach combing questionnaires, interviews, and classroom observations for an in-depth investigation. Data from the research tools were analysed using a thematic analysis approach to identify recurring patterns, themes, and discrepancies. Additionally, this study aims to explore potential barriers that influence the integration of CALL, and the strategies teachers suggest, to address these challenges. The implications of this project extend to teacher education and professional development programs, policymakers as well as curriculum developers, as it offers suggestions and guidance on incorporating CALL approaches effectively in Algerian EFL classrooms.
Author Information
Meriem Zine, University of Limerick, Ireland
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