@inbook{9110a2735fbe4f299f6b455678af8965,
title = "Key barriers to and enablers of integrating technology into online language teaching",
abstract = "Since 2019, the unpredicted and unplanned transition to online education has exposed educational systems to various challenges worldwide. Foreign language education has not been an exception and, like other fields, has experienced fluctuations, especially in preparing teachers to accept and implement online computer-assisted language learning (CALL). Therefore, this study explored Iranian foreign language teachers{\textquoteright} experiences of key barriers to and enablers of integrating technology into online language teaching. Using a phenomenological approach, the researcher conducted semi-structured interviews with 12 university foreign language teachers in Iran. The findings revealed that Iranian foreign language teachers experienced many barriers, including individual teacher barriers, teaching-related barriers, institution-level barriers, and country-level barriers. They also experienced enablers, such as teaching-related enablers and CALL professional development (CALL PD) opportunities. The study concluded that although CALL PD courses cannot overcome all barriers, particularly contextual ones, they can be an effective solution to overcome many barriers to effective online language teaching.",
keywords = "Language learning, Online language teaching, Computer-assisted language learning",
author = "Dara Tafazoli",
year = "2025",
doi = "10.4324/9781003495956-2",
language = "English",
isbn = "978-1-032-79972-8",
series = "Global South perspectives on TESOL",
publisher = "Routledge, Taylor & Francis",
pages = "3--23",
editor = "Lee McCallum and Tafazoli, {Dara }",
booktitle = "Computer-assisted language learning in the Global South",
address = "United Kingdom",
}