An investigation of Modern Foreign Language (MFL) teachers and their cognitions of Computer Assisted Language Learning (CALL) amid the COVID-19 health pandemic

TL;DR

This study explores how MFL teachers in the UK perceive and use CALL during the COVID-19 pandemic, revealing a gap between expectations and actual practice despite positive attitudes.

Contribution

It provides empirical insights into MFL teachers' cognitions and usage patterns of CALL amid pandemic-related shifts in language education.

Findings

Teachers are interested in CALL and find it important for L2 learning.

There is a perceived gap between CALL expectations and actual classroom practice.

Respondents regularly use CALL but acknowledge room for improvement.

Abstract

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.