Computer Assisted Language Learning and EFL Teachers’ Literacy: A Case in Iran

Abstract

Computer assisted language learning (CALL) literacy is an issue of great concern not sufficiently dealt with in the literature of language teaching and learning. This study examines CALL literacy by Iranian EFL teachers. Reviewing the literature and some models of computer, information, and technology literacy, to collect the data, a questionnaire in Likert scale composed of four sections of computer mediated communication (CMC) tools, online information literacy, multimedia literacy, and basic computer skills was utilized. Following the data analysis by SPSS package, the findings showed Iranian EFL teachers’ moderate level of CALL literacy; however, their literacy on CMC tools was below the satisfactory level. Further, there was a significant relationship between the teachers’ literacy and their academic degree, yet the relationship between their CALL literacy and their teaching experience as well as the difference between the teachers’ literacy and gender was found insignificant. The study has implications for EFL teachers in educational systems supporting CALL-based pedagogy.