The Perception of Iranian EFL Teachers towards the Application of Computer Assisted Language Learning

Abstract

There is no doubt in the influential role of Computer-assisted language learning (CALL) in language learning in new ages of technology. And in line with this, the people’ perceptions and acceptance of the information and computer technology (Rogers, 1983) is regarded as the most essential matter according to the theories that consider human agency, for this reason, upcoming study considers teachers’ perceptions on the widely or constantly flourishing teaching techniques and language learning approaches utilizing the current practical kinds of learning as computer-assisted language learning in the specific English language institutes in Kurdistan. Iran. The reason for which this study is done was to investigate the usage and perception of Iranian English Language teachers of English language institutes in Kurdistan towards the application and more demand for using computer technology in EFL courses. In line with this subject as the main purpose, the study also discussed in detail Iranian teachers’ perceptions towards computer and related information technology and factors and circumstances that plays a part in their perceptions in order to get some utilizable findings and constructive suggestions for the undertaking and application of the experiences in using computer-assisted language learning to their language teaching. To achieve this aim, 96 EFL teachers in Kurdistan province, Iran (male & female) participated in this study. They were selected based on randomly selection to participate in this study. First of all, as the main instrument of research an open-ended questionnaire was given to participants in the study in order to check their views about current state of computer assisted language learning and their views on how they prefer using technology in their teaching. The study provided good contribution to define the essence of issue and a body of knowledge concerning the extent of using computer and also, with regard to the significance of teachers' perceptions for the use of CALL in educational direction. After this stage all the data were collected and analyzed and the relationship between variables presented.

DOI: 10.5901/mjss.2015.v6n5s1p228