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Obstacles in Implementing
CALL in Iranian EFL classes
Hora Hedayati
S. Susan Marandi
Alzahra University, Tehran, Iran
Introduction
Positive effects of technology use on EFL learning
Worldwide growth of technology use in language classes
An increase in the number of Iranians who use the internet for educational purposes
Relatively slow uptake in the Iranian context of language teaching
Research Question
What are some of the obstacles toward
implementing CALL in Iran as perceived
by Iranian EFL teachers?
Participant Selection
12 Iranian ELT teachers
• 9 females and 3 males
Purposive sampling
• their experience
•educational degrees
• the grades they were teaching
Four categories
Participants
•Four EFL teachers who used
technology in their classes and/or
ran online EFL classes.
•Two EFL teacher educators with long
experience in teaching EFL classes.
•Two EFL teachers who did not use
technology in or for their classes.
• Four high-achievers of a CALL
teacher education course
Participants’ Details
Name Gender Degree Age Teaching
experience
(in years)
Attended CALL
professional
development
course
Experience
implementing
technology in
the class
Mina Female Ph.D. candidate 28 2 √ √
Shermin Female Ph.D. candidate 27 7 √ √
Mojgan Female Ph.D. 44 16 √
Ahmad Male Ph.D. 45 20 √
Neda Female M.A. 35 15
Yashar Male M.A. -- 15
Yasaman Female M.A. 34 10
Ali Male Ph.D. candidate 29 6
Shakiba Female M.A. 33 6 √ √
Zahra Female M.A. 39 5 √
Nazgol Female M.A. 40 16 √
Shiva Female M.A. 48 11 √
Obstacles in Implementing
CALL Teacher Constraints
Facility Constraints
Learner Constraints
Main Barriers in Implementing
CALL
Main Barriers Subcategories
Teacher
Constraints
Lack of CALL preparation (lack of formal training→ lack of
digital literacy, lack of comfort with technology, lack of
knowledge about the advantages of technology)
Teachers’ inhibiting attitudes (teacher’s resistance toward an
increased workload and/or change, difficulty in class
management)
Lack of support from stakeholders
Facility
Constraints
Non-availability of technology
Limited access to technology
Lack of suitable internet connections
Learner
Constraints
Level of proficiency
Level of autonomy
Age
Too much dependence on the book content
Insufficient digital literacy
Lack of easy access to technology outside class
Teacher Constraints
Lack of preparation in CALL
Teachers’ inhibiting attitudes
Lack of support from stakeholders
Facility Constraints
No access to technology
Limited access to technology
Unsuitable internet connections
Learner Constraints
Age
Level of proficiency
Students’ attitudes
Lack of familiarity with technology
Lack of easy access to technology
outside class
Conclusion
General lack of infrastructure for CALL
despite its necessity• Insufficient teacher preparation in CALL
• Insufficient facilities
THANK YOU!
