Iranian EFL Students’ and Teachers’ Perspectives about Computer-Assistant Language Learning (CALL)

This study examines the attitudes of both Iranian English foreign language teachers and students toward using CALL in teaching and learning English language. The purpose of this study is also going to explore a possible relationship between the students' and teachers' reported reasons for using CALL whether there is. The study was conducted at Hezareh Sevom Institute, in the Islamic Republic of Iran. This study involved one hundred forty-nine Iranian EFL students in the intermediate and advanced English language levels, and fifteen Iranian EFL teachers. Mixed research method was used to collect the data by employing students’ questionnaire and teachers ‘semi-structured interviews. The questionnaire results indicated that different browsers and operating systems were used by the Iranian EFL learners. In this study, large number of participants had their own computer which is equipped with Microsoft Windows and their preference browser was Mozilla. In addition to it, this study presents several reasons for using CALL perceived by the Iranian EFL learners. Some of these reasons are providing quick feedback, easy to use, preparing for course tests. On the other hand, reading stories, time consuming, lack of key answer, having to use the CD, direction in English and adding accent are some of the reasons participating students did not like the online materials. In response to interview questions, teachers confirmed that technology can facilitate learning English skills by providing variety of online materials for the EFL learners. Furthermore, CALL can change lecture-based classroom setting and promote the student-centered learning. On the other hand, some teachers who were above thirty-five of age expressed negative perspective about using CALL in EFL classes because of destroying hands-on activities and reducing real-world interaction among learner. By cross-checking the results gained from both EFL teachers and learners, there is a consensus noted among the reasons for which they use CALL. Keywords: Computer-assistant language learning (CALL), ELT classes, Functions of CALL, Classification of CALL