Teachers' perceptions of computer-assisted language learning for teaching listening to non-native English-speaking students

Abstract

Listening is widely recognized as a fundamental component of second-language learning because it underlies comprehension, interaction, and subsequent language production (Tyagi, 2013; Vandergrift, 2007; Vandergrift & Goh, 2011). The growth of Computer-Assisted Language Learning (CALL) has expanded opportunities for language instruction by providing multimedia input, learner support, and more flexible access to language materials (Jafarian, Soori, & Kafipour, 2012; Swann, 1992). This study investigates teachers' perceptions of CALL in teaching listening to non-native English-speaking students at a business-oriented higher education institution in Surabaya, Indonesia. Using a descriptive qualitative design, data were collected through a ten-item questionnaire administered to six English teachers who had experience using CALL, particularly the institutional Learning Management System (LMS), e-learning media, and the mobile application WhatsApp. The findings reveal a mixed pattern: most teachers were familiar with computers, expressed interest in information technology, and considered digital devices helpful for teaching English, yet they were markedly less positive toward the institutional LMS, particularly regarding its usefulness, attractiveness, and their own capacity to develop materials on it. These results suggest that teachers may support technology in principle while remaining hesitant toward a specific platform that does not sufficiently match their instructional needs or pedagogical routines (Cross, 2017). The study concludes that CALL holds pedagogical potential for listening instruction, but its effectiveness depends on the alignment between platform design, teacher readiness, and institutional support.