Developing and implementing a Computer-Assisted Language Learning (CALL) literacy framework for language teachers

The Iranian government announced the shutdown of the education sector in February 2020 in response to the COVID-19 crisis and shifted from traditional education to a fully online mode intermittently between March 2020 and April 2022 for about 25 months. Whether the learning approach involved entirely online teaching or a combination of online and in-person classes, Iranian universities needed to resort to Emergency Remote Teaching (henceforth, ERT) during this period and since then have utilized this approach in other emergency situations (e.g., air pollution in Tehran or earthquake in other cities). The main area of research in technology’s integration into language teaching and learning has centred on Computer-Assisted Language Learning (henceforth, CALL). In the Iranian EFL context, there has been a growing interest in using CALL in recent years. Since 2010, the Iranian government has mandated the integration of educational technologies and electronic resources to enhance teaching and learning effectiveness. The primary aim of the study is to answer the following research questions - RQ1: What are Iranian university language teachers’ experiences of the key enablers and barriers of CALL in relation to online delivery? RQ2: What are the components of the CALL literacy framework and its influential factors to be effective in a different language context?