Teachers’ Knowledge of and Attitude Towards Incorporating Computer Assisted Language Learning in EFL Classrooms
Teachers’ Knowledge of and Attitude Towards Incorporating Computer Assisted Language Learning in EFL Classrooms

Summary/Abstract: This study’s aim was to explore the teachers’ knowledge of, and attitudes towards, Computer Assisted Language Learning (CALL) at Salalah College of Technology (SCT), Oman. A questionnaire was used to collect the data from 40 EFL teachers (16 males & 24 females) in the academic year 2016-2017. They were randomly selected using a stratified sampling technique to investigate first, the influence of gender, as well as the impact that years of teaching experience played on the teachers’ knowledge of and attitudes towards CALL, respectively, followed by the correlation between the teachers’ knowledge of and attitudes towards CALL, and finally the predictability of CALL knowledge based on the teachers’ attitudes, gender and years of teaching experience. A metric known as the ‘Mann-Whitney U Test’ showed statistically significant differences between male and female teachers in their knowledge of CALL. Moreover, the sample independent t-test results showed no statistically significant interactive effect between the teachers’ attitudes towards CALL and their years of teaching experience. A Spearman’s rank order correlation coefficient indicated no noticeable significant correlation between the participants’ CALL attitudes and CALL knowledge. Finally, a model for predicting the participants’ knowledge of CALL from their attitudes, years of teaching experiences and gender was developed. The model as a whole contributed only as much as 6% of the variance in the knowledge of CALL. However, the findings revealed that gender significantly contributed to the prediction of the knowledge of CALL. Thus, the model suggested other possible variables to check their predictability of the teachers’ knowledge of CALL

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