Perceptions on Attitudes of Current EFL Students, Pre-service English Teachers, and In-Service Teachers Towards Computer-Assisted Language Learning (CALL)
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This study investigates the attitudes of EFL students, pre-service English teachers, and in-service English teachers toward Computer-Assisted Language Learning (CALL)
at a university in Kunming, China. Grounded in the Technology Acceptance Model (TAM) and Social Learning Theory (SLT), it examines how perceived usefulness, ease of use, and prior exposure influence CALL adoption. A quantitative approach was used to survey 49 EFL students, 19 pre-service, and 20 in-service teachers. The study addressed two research questions: 1) What are their attitudes toward CALL? 2) How do these attitudes differ? Findings indicate that EFL students exhibit moderately positive attitudes but hesitate in practical implementation. Pre-service and in-service teachers express more skepticism, attributing their reluctance to limited training and concerns over CALL replacing traditional methods. A one-way ANOVA revealed a statistically significant difference among the groups (F (2,85) = 5.38, p = 0.0063). The study underscores the need for CALL training in teacher education and professional development, emphasizing institutional support for effective integration. These findings contribute to ELT research by identifying barriers to CALL adoption and offering recommendations for improving CALL-based pedagogy.
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References
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