This study investigated how English language teacher educators at Ethiopian teacher education colleges use computer-assisted language learning (CALL) in their English classes, and what holds them back. Twenty-nine English language teacher educators from six colleges, selected through convenience sampling, answered a questionnaire and took part in interviews; quantitative data were analysed with means and frequency counts and qualitative data thematically. CALL was rarely used. The main barriers were insufficient technical support, limited internet access, and students' low English proficiency and computer skills. The study calls for timely training on integrating multimedia into English teaching and for further research on how prospective teachers use technology to improve their English.
@article{teklesellassie2025practice,
title = {Practice and challenges of computer-assisted language learning in English classes at Ethiopian teacher education colleges},
author = {Teklesellassie, Yinager and Tefera, Ebabu and Tefera, Getu and Tesfa, Andualem and Etefa, Fanta and Hirpa, Tadesse and Bezabih, Sisay},
journal = {Ethiopian Journal of Language, Culture and Communication},
year = {2025},
volume = {10},
number = {1},
pages = {1-19},
publisher = {Bahir Dar University},
doi = {10.20372/ejlcc.v10i1.1904},
url = {https://journals.bdu.edu.et/index.php/EJLCC/article/view/1904}
}
PLOS ONE, 21(4), e0337355
Bahir Dar University