Material Detail

This paper proposes a methodology to discover the barriers that influence English as second language (ESL) teachers in the use of computers in their classrooms. The participants in the study were sixty-seven ESL teachers who applied computer assisted language learning (CALL) in the classroom or computer lab in schools in Corpus Christi Independent School District (CCISD) and Kingsville Independent School District (KISD) in South Texas . The survey study included the participants' demographic data, twenty variables influencing the use of CALL, and five open-ended questions. The researcher designed and verified the reliability and validity of the questionnaire. The resulting survey data were then analyzed using Exploratory Factor Analysis (EFA) to capture the information in the survey and to identify a set of factors that hinder the use of CALL in ESL. The findings demonstrate that there are threekey barriers that impact teachers who use CALL programs to teach ESL, and ESL teachers may change their roles as they implement CALL programs. These barriers are technology skills, funding for teaching through technology, and acceptance of technology. The results can help educators to understandbetter the impact of CALL and to anticipate the barriers of CALL program they may face.

Disciplines:

• Education