Guided by theory? An investigation of teachers’ beliefs about TELL and CALL at a university in Japan

Before the COVID-19 pandemic, universities in Japan had been slow to transition from paper-based digital methods and materials. In addition, most applicable theories for teaching learning languages with technologies not considered deeply by many university teachers, their beliefs about these thoroughly investigated. This paper presents a preliminary investigation of theoretical assumptions English teachers at Japan. It evaluates extent which are accordance established Computer Assisted Language Learning (CALL) Technology Enhanced (TELL). The shows that this particular guided CALL TELL some extent, but such considerations constrained more pragmatic ones. Although respondents study did perceive there be significant difference between traditional language theories, it is argued need reassess underpinnings methodologies post-COVID-19 world hybrid blended education.