Teachers’ Attitudes and Challenges in Implementing Computer-Assisted Language Learning

Abstract

The focus of the current study is to determine the challenges teachers face and how the attitudes of teachers from different backgrounds differ in their use of computers for language teaching in the classroom. The variations of CALL tools depend on teachers’ knowledge, expertise and experiences. Generally, public colleges in Bangladesh lack the necessary resources and expertise to support their teachers and students. Private university teachers integrate different tools than those used in schools. Often, teachers feel that students become uncertain if they are concentrating all the time. The research is grounded in Teacher Cognition Theory and the Technology Acceptance Model (TAM), and a conceptual framework was subsequently established. The findings describe the types of digital tools that teachers use and the obstacles they face. Eight Bangladeshi teachers of EFL working at four different institutions have participated in this research. A follow-up in-depth qualitative online survey was conducted to gather data. The result showed Bangladeshi teachers apply basic to advanced tools when delivering lectures. Despite teachers experiencing misunderstandings, challenges, and limitations at their institutions, they would like to attend training and workshops, implement AI-based teaching tools, and reach an agreement with software owners to upgrade teaching strategies.