An investigation of Modern Foreign Language (MFL) teachers and their cognitions of Computer Assisted Language Learning (CALL) amid the COVID-19 health pandemic
This research addresses the problem of understanding teacher adoption of technology in language education, particularly during the pandemic, but is incremental as it focuses on a specific context without major new findings.
The study investigated Modern Foreign Language teachers' perceptions and usage of Computer Assisted Language Learning during the COVID-19 pandemic, finding that 33 UK-based teachers recognized a gap between expectations and practice but were generally interested and regular users who valued its ease and importance in language teaching.
A study was performed with 33 Modern Foreign Language (MFL) teachers to afford insight into how classroom practitioners interact with Computer Assisted Language Learning (CALL) in Second Language (L2) pedagogy. A questionnaire with CALL specific statements was completed by MFL teachers who were recruited via UK based Facebook groups. Significantly, participants acknowledged a gap in practice from the expectation of CALL in the MFL classroom. Overall, respondents were shown to be interested and regular consumers of CALL who perceived its ease and importance in L2 teaching and learning.