English teachers’ attitudes toward computer-assisted language learning Farid Bordbar, Tarbiat Modares University, Iran The purpose of this study is to explore the reasons and factors behind
teachers’ use of computer technology in the classroom. This study also
explored teachers’ attitudes toward computer and information
technology and how they apply their practical computer-assisted
language learning experience and knowledge to their language
teaching. We tried to find out if they are looking for ways to continue
their professional CALL development. Participants in this study were 83
high school English as Foreign Language teachers who had knowledge
and experience of using computer for the purpose of learning and
teaching English. Surveys and interviews explored how participants
learn about CALL activities; how what they learned in their MA course
about CALL interacts with their current teaching contexts; the factors
that influence whether or not they use technology in their classrooms;
and how they continue to acquire and master new ideas in CALL. The
findings support previous research on technology teacher education
(Joy Egbert & Trena M. Paulus, 2002) as it suggests that teachers who
use CALL activities are often those teachers who had experience with
CALL prior to teaching; that lack of time, support, and resources
prohibits the use of CALL activities in some classrooms; and that
colleagues are the most common resource of new CALL activity ideas
outside of formal coursework. The findings also suggested that almost
all the teachers had positive attitudes toward computer use in the class.
The results also point to the importance of Teachers’ vision of
technology itself, their experience with it, their level of computer skill
and competence, and the cultural environment that surrounds its
introduction into schools and English institutes in shaping their
attitudes toward computer technology. Implications for teacher
education are that teachers learn better in situated contexts, and

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                                                                               technology courses should be designed according