Adoption, Challenges, and Technology-Driven Solutions for Computer-Assisted Language Learning in Higher Education: Enhancing EFL Instructions

This study investigated how English language teachers use computer-assisted language learning and described the reasons behind the adoption and avoidance of computer-assisted language learning in their practices. A mixed method approach was utilized using both qualitative and quantitative data to describe the current practices on the use of ICT in the higher educational context. Data were collected through interviews from teachers for qualitative insights and a survey questionnaire was employed to gather quantitative data from 200 higher education classroom teachers. Results of the study revealed that computer-assisted language learning in higher education classrooms in Karachi was limited, with teachers often using technology for basic tasks like multimedia presentations and searching content related to course outlines. Factors such as age, gender, digital literacy and prior training in ICT were significantly linked with the use of technology. Teachers who were younger and trained in ICT display greater adoption of ICT. The challenges in ICT adoption included infrastructural limitations, lack of formal training, and resistance to change. Despite the barriers, teachers exhibited positive attitudes towards the use of technology for English language learning. The research highlights the transformative potential of technology in language learning and teaching.