INTEGRATING COMPUTER-ASSISTED LANGUAGE LEARNING INTO ESL CLASSROOM: PERCEPTION OF ESL TEACHERS

Abstract

This study investigates the influence of technology-based instruction, also known as ComputerAssisted Language Learning (CALL), in developing language skills. The researcher aims in exploring the perception of ESL teachers, currently serving in schools in Pakistan where English is being taught as Second Language, regarding if language learners display more interest in a language classroom with CALL. This study used quantitative approach utilising questionnaire to gather primary data from the 306 in-service individuals currently teaching ESL in different cities of Pakistan where English is taught as Second Language. For the selection of institutions and/or individuals, the technique of Convenience Sampling was used. Subsequently, data was analysed with the application of Paired Sample T-Test, Independent t-Test, and one-way ANOVA. The results and findings of the study represent that ESL teachers, regardless of their age, years of experience, and gender, do perceive that integrating CALL into an ESL classroom has a significant influence on the learners and thus ESL learners display more interest in learning language strategies within a CALL-integrated classroom. In the light of the study’s findings, institutions offering ESL programs should facilitate their ESL classrooms with different techniques of CALL to develop the interest of their students towards the language learning