Iranian EFF Teachers' Attitudes towards Implementing Computer Assisted Language Learning in Writing Classes

Abstract

Writing in a foreign language is one of the most difficult tasks which requires considerable efforts and practice. It seems that traditional approaches cannot help learners reach an acceptable level of writing. Therefore, the need for educational changes in teaching approaches is felt. As one of these changes, using computer in teaching writing is referred to. Since teachers’ attitudes can have a great impact on success or failure of such a reform, studying their beliefs is necessary. This study investigated the Iranian EFL teachers’ attitudes about applying technology in writing classes. The specific aim was to study teachers’ personal principles and practices in their own teaching contexts particularly writing classes. To reach this aim, a teacher attitude questionnaire developed by Thitirat Suwannasom (2012), was administered to 30 EFL teachers with teaching experiences from 1 to 29 years from Gachsaran high schools, Kohgiluye and Boyerahmad, Iran. Also, an open-ended interview was conducted to the same participants. After calculating the percentage and frequency as the statistical analysis method, it was revealed that teachers’ attitudes and their different roles influence using technology in teaching writing in EFL context positively. The result of this study was beneficial for EFL teachers and learners.