Implications for CALL: Teachers’ Perceptions and Use of CALL in the Classroom

Abstract The goal of this study was to ascertain graduate students’ perceptions of technology use in language learning classroom. More specifically it sought to find out how the graduate students perceived technology, how technologically savvy they felt they were, and how they actually use technology and Computer Assisted Language Learning in their classrooms. A survey was conducted with 14. From those 14 participants, 4 individuals volunteered to take part in an interview to answer questions pertaining to their philosophy about technology, when it is beneficial to language learning, when it is detrimental to language learning, and how technologically adept they feel they are concerning technology and how that drives their use of it in their classroom. The survey is broken down into three sections. Section I focused on the collection of demographic information through 11 open questions and 5 closed Yes/No questions. Section II was comprised of two closed yes/no questions as well as 4 open questions pertaining to whether the participants have used a computer to learn a language. Section III consists of 94 Likert questions that participants can mark their answer as 1-6 with 1=Strongly Agree, 2=Agree, 3=Slightly Agree, 4= Slightly Disagree, 5= Disagree, 6=Strongly Disagree. Within Section III the questions can be attributed to three different categories: Perception of computers and technology, instructor affinity for computers and technology, and instructor’s use of computers and technology in the classroom. Results show that instructors have a favorable view of technology, a slightly lower view of their personal affinity for technology, and a favorable view of technology use within their classrooms. Keywords: CALL, CAI, Computer Assisted Language Learning, teacher perceptions, technology use in the classroo