Computer-Assisted Language Learning in English for Academic Purposes Courses: Eliciting the Instructors’ Perspectives within the COVID-19 Pandemic Period

Document Type : Original Article


1 English Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

2 MA student, English Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran


Background: The implementation of computer-assisted language learning (CALL) in English for academic purposes courses has gained prominence within the last decades. It received particular attention after the worldwide spread of COVID-19 pandemic. The current study attempted to probe the medical sciences EAP instructors’ attitudes towards implementing CALL in teaching English to the students of medical sciences. The study further tried to inquire into the barriers to the implementation of online EAP classes for the students of medical sciences within the pandemic period.
Methods: Taking a mixed-method research design, the questionnaire and interview were used to gather the required data. Eighty EAP instructors completed the questionnaire and 25 instructors answered the interview questions. The participants were teaching English to the medical sciences students in Iranian state universities of medical sciences in Tehran, Yazd, Tabriz, and Mashhad in the academic year 2019-2020. Mean values were used to illustrate the results of the questionnaire items and interview responses were scrutinized to extract the constituent themes.
Results: The results revealed that the medical sciences EAP instructors held positive attitudes towards the use of technology in their classes. Indeed, the mean values ranged from 3.16 to 4.79, which indicated the instructors’ positive inclination towards implementing CALL in EAP classes.They also pointed to the existing barriers to the successful implementation of CALL and the challenges they encounter in online classes during the COVID-19 pandemic period.
Conclusions: The findings highlighted the significance of revisiting the role of technology in EAP curriculum for medical sciences students. In this regard, the results carry implications for the policymakers, material developers, and instructors in universities of medical sciences.


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