EFL female faculty members’ beliefs about CALL use and integration in EFL instruction: The case of Saudi higher education

Abstract

The researcher investigated female English as a foreign language (EFL) faculty members’ beliefs about computer-assisted language learning (CALL) use and integration in EFL instruction at four Saudi universities. The study also examined the EFL female faculty’s perspectives of computer-assisted language learning usage and its implementation in language teaching and learning. The researcher used questionnaires and interviews to gather data. No significant differences among female EFL faculty members were found in terms of age, academic title, teaching experience, and computing proficiency level that may have affected their use of CALL in EFL instruction.