Practice and challenges of computer-assisted language learning in English classes at Ethiopian teacher education colleges
Keywords:
Computer-assisted language learning, teacher educators, English language learningAbstract
The purpose of this study was to investigate the practice and challenges of computer-assisted language learning (CALL) in English classes by English language teacher educators at Ethiopian teacher education colleges. The participants of the study were 29 English language teacher educators teaching in six teacher education colleges in Ethiopia, who were elected through convenience sampling. Data were collected through questionnaire and interview. The quantitative data were analyzed using mean and frequency count. However, the qualitative data from the open-ended items of the questionnaire and the interview were analyzed thematically. The results of the study indicated that the participants rarely or never applied CALL in their teaching of English. They did not even send assignments via email or create Telegram or WhatsApp groups to encourage their students to share ideas in writing or learn English independently. The results further showed that there were major barriers faced by the participants in integrating CALL into language classrooms, such as lack of technical support from the administrations of the colleges where they were teaching and limited access to the internet. Moreover, the results revealed that the participants perceived that the students they were teaching had low English language proficiency, which could potentially hinder them from applying CALL in their classrooms. In fact, the participants also perceived that their students did not have the required computer skills. The participants underscored the significance of timely training to introduce EFL teachers to the application of multimedia in language classrooms. Finally, it is recommended that further research be done on how prospective teachers use technology to improve their English language skills.
References
Abraham, M., Arficho, Z., Habtemariam, T., & Demissie, A. (2022). Effects of information communication technology-assisted teaching training on English language teachers’ pedagogical knowledge and English language proficiency. Cogent Education, 9(1), 1-18. https://doi.org/10.1080/2331186X.2022.2028336
Akbaba, S., & Kurubacak, G. (1998). Teachers’ attitudes towards technology. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 845-848). Association for the Advancement of Computing in Education. https://www.learntechlib.org/
Alamri, B. (2021). Challenges of implementing technology in ESL writing classrooms: A case study. English Language Teaching, 14(12), 36-43. http://dx.doi.org/10.5539/elt.v14n12p36.
Albugarni, S., & Ahmed, V. (2015). Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers and students.International Journal of Education and Development using Information and Communication Technology, 11(1), 36-54. file:///C:/Users/DELL/
Almutlaq, A., Dimitriadi, Y., & Mccrindle, R. (2017). Factors affecting academics’ involvement in TEL continuing professional development (CPD). Journal of Education and Practice, 8(10), 142-149. https://files.eric.ed.gov/
Arifah, A. (2014). Study on the use of technology in ELT classroom:Teachers’ perspective. (MAThesis), BRAC University. http://hdl.handle.net/10361/3999
Asiri, A., Panday-Shukla, P., Rajeh, H. S., & Yu, Y. (2021). Broadening perspectives on CALL teacher education: From technocentrism to integration. Teaching English as a Second Language Electronic Journal, 24(4), 1-23. https://files.eric.ed.gov/
Aslan, A., & Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science, 2(2), 359-370. https://files.eric.ed.gov/fulltext/EJ1105123.pdf
Azmi, N. (2017). The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges. Journal of Educational and Social Research, 7(1), 111-118. https://scholar.google.com/
Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalization. System, 34, 465-479. https://www.sciencedirect.com/
Chen, X. L., Zou, D., Xie, H. R., & Su, F. (2021). Twenty-five years of computer-assisted language learning: A topic modeling analysis. Language Learning & Technology, 25(3), 151-185. http://hdl.handle.net/10125/73454
Egbert, J. & Thomas, M. (2001). The new frontier: A case study in applying instructional design for distance teacher education. Journal of Technology and Teacher Education, 9(3), 391–405. https://www.learntechlib.org/
Fallah, M. (2016). The role of technology in EFL classroom: The case of smart. International Journal of Modern Language Teaching and Learning, 1(3), 90–98. https://www.learntechlib.org/primary/p/8374/
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and learning with ICT Tools: Issues and challenges from teachers’ perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57. https://files.eric.ed.gov/
Guadu, Z. B. (2024). EFL Instructors’ Perceptions and Implementation of Mobile Assisted Language Learning: The Case of Three Universities in Amhara Region, Ethiopia. Zhongguo Kuangye Daxue Xuebao, 29(4), 288-95. https://zkdx.ch/
Habbash, M. (2020). Computer assisted language learning integration challenges in Saudi Arabian English as a foreign language classes: The case of EFL teachers at Tabuk University. Arab World English Journal, 11(4), 474–489. https://dx.doi.org/10.24093/
Kazemi, A. & Narafshan, M.H. (2014).Technology and English language teaching (ELT). Advances in Language and Literary Studies, 5(6), 60-67.https://doi.org/10.7575/aiac.alls.v.5n.6p.60
Ministry of Education, MoE. (2017). Ethiopian education development roadmap: An integrated executive summary. Ministry of Education. https://ethiopianstoday.com/wp-content/
Ministry of Education, MoE. (2021). Education sector development program (ESDP) VI: 2021-2025. Ministry of Education.
Mofareh, A. A. M. (2019). The use of technology in English language teaching. Frontiers in Education Technology,2(3), 168–180. https://doi.org/10.22158/fet.v2n3p168
Mullamaa, K. (2010). ICT in language learning: Benefits and methodological implications. International Education Studies, 3(1), 38-44. https://files.eric.ed.gov/
Park, C.N., & Son, J-E. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogie and Learning, 5(2), 80-101.https://doi.org/10.5172/ijpl.5.2.80
Shafeeq, C.P., & Baskaran, L. (2005). Factors influencing technology integration in ELT. International Journal on Studies in English Language and Literature, 3(6), 38-45. https://www.researchgate.net/
Shyamlee, S. D., & Phil, M. (2012). Use of technology in English language teaching and learning: An analysis. International Conference on Language, Medias and Culture, 33, 150–156. https://doi.org/10.4236/ce.2016.73044
Singh, R. (2019). Students ’ perspectives on technology integration in ELT. Journal of NELTA,24(1-2), 96-106. https://www.nelta.org.np/
Swann, P. (1992). Computer assisted language learning for English as a foreign language.Computers and Education, 19(3), 251-266. https://doi.org/10.1016/0360-1315(92)90119-P
Thomas, M., Reinders, H., & Warschauer, M. (2013). Contemporary computer-assisted language learning: The role of digital media and incremental change. In M. Thomas, H. Reinders & M.Warschauer (Eds.). Contemporary Computer-Assisted Language Learning (pp.1-12). Newgen Imaging Systems Pvt Ltd. https://www.torrossa.com/
Warschauer, M. (1998). Researching technology in TESOL: Determinist, instrumental, and critical approaches. TESOL Quarterly, 32(4), 757-761. https://doi.org/10.2307/3588010
Welesilassie, M. W., & Gerencheal, B. (2025). Digital language instruction in Ethiopian high schools: Digital literacy, utilization, and challenges. European Journal of Interactive Multimedia and Education, 6(1), 1-14. https://doi.org/10.30935/ejimed/15722
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 1–47. https://doi.org/10.1080/09588221.2020.1744666
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.