Beyond traditional classrooms: CALL as a catalyst for autonomous EAL learning

As technology reshapes language education, Computer-Assisted Language Learning (CALL) offers new pathways for fostering learner autonomy and enhancing English proficiency. This study investigated the impact of CALL tools on English as an Additional Language (EAL) learners' autonomy in China, exploring how these tools support both independent vocabulary acquisition and classroom engagement. A sample of 100 undergraduate students participated in an 8-week intervention, with the experimental group using CALL tools (Anki, Quizlet, Kahoot!, and ChatGPT) and the control group following traditional textbook-based instruction. Data were collected through pre- and post-tests, digital analytics, and interviews. Quantitative results revealed significantly higher autonomy scores in the CALL group compared to the control group, supported by a moderate effect size. Qualitative analyses using NVivo indicated increased motivation, metacognitive awareness, and a preference for self-directed learning. Despite technical and usability barriers, most participants viewed CALL positively and expressed intentions to continue using these tools. The findings suggest that CALL-based activities significantly enhance students' autonomy, with the experimental group demonstrating greater improvement. The study concludes that CALL is an effective approach for fostering English language learning, and recommends integrating it into EAL classroom within a structured, guided framework to optimize learning outcomes.