Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

• Published in: Arab world English journal Vol. 11; no. 4; pp. 474 - 489
• Main Author: Habbash, Manssour
• Format: Journal Article
• Language: English
• Published: Arab World English Journal 01.12.2020
• Subjects: College Faculty; Computer Assisted Instruction; English (Second Language); Foreign Countries; Language Teachers; Second Language Learning; Teacher Attitudes; Technology Integration; Saudi Arabia
• ISSN: 2229-9327; 2229-9327
• DOI: 10.24093/awej/vol11no4.30

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.