Exploring Saudi EFL Teachers' Awareness, Practices and Perceptions in CALL Materials: Insights from the EFL Context of Saudi Universities

Abstract

This study aimed to investigate the awareness, perceptions, and practices of Saudi EFL teachers in Computer Assisted Language Learning (CALL) materials in EFL context of Saudi universities. Employing a quantitative approach, the study surveyed 77 EFL teachers engaged in online teaching, the study found that EFL teachers demonstrated a comprehensive awareness of CALL materials, although they heavily rely on self-created content, indicating a shortage of specialized resources. They often preferred multimedia materials without being ensured of constructive engagement of learners in learning environment. Their pedagogical choices in adopting CALL materials are in the phase of transition towards learner-centric design and they need additional support to address the concerns of self-regulated and collaborative Saudi undergraduates. In addition, the study identified a disparity between the desire for authentic learner-centeredness and the availability of engaging materials. The practices of EFL educators genuinely focus on designing learner-centered CALL materials, yet improvements are necessary to create more reflective and self-guided learning environments. These findings are based on quantitative data, potentially limiting the depth of analysis and findings. The study's utility primarily extends to Saudi universities and teachers to improve teaching practices and conduct qualitative research to further investigate this area of research. Its findings may be useful for digital educational stakeholders in Saudi Arabia.