Barriers to Call Practices in an Efl Context: a Case Study of Preparatory Year English Courses

The present study attempts to find out the practical barriers to technology integration in an Arab EFL scenario, particularly in the context of Preparatory Year English courses. The practical barriers to CALL practices are multifaceted and vary according to contexts. In this mixed method study, 50 ESL teachers were surveyed using a 5-point Likert-scale questionnaire. The questionnaire focused on the pedagogical, technological, personal and administrative barriers to CALL integration in an EFL context. In addition, 21 teachers participated in the focus group discussion. Overall, the survey results found that the barriers influencing CALL integration in the study context were moderate. However, lack of administrative support, inadequate training, and absence of suitable materials were found as significant barriers to CALL integration. The focus group discussion reiterated the issues and suggested practical solutions for maximization of CALL practices. The study suggests a holistic administrative approach to solve the barriers to CALL integration.