Teachers’ Computer-Assisted Language Learning (CALL) literacy: A comparative study in Spain and Iran

The application of technology in teacher education has received significant attention recently. It would be, somehow, impossible to deny the necessity of integrating technology into language education. The deficiency and illiteracy in delivering technology-based practices into instruction are assumed as key challenges for teachers in 21st-century education. This study aimed to explore the current level of Computer-Assisted Language Learning (CALL) literacy of language teachers in Iran and Spain. Moreover, the relationships between CALL literacy and their nationality are investigated. The study was based on a sample of 318 language teachers in Iran and Spain. Data collection was carried out through an online questionnaire. To make a sound decision, the researchers agreed to utilize the Delphi method so that appropriate experts were chosen in order to ensure a valid study. In the data analysis phase, descriptive, t-test, and one-way ANOVA analyses were performed to answer the research questions. The findings of the study revealed that there is no difference between CALL literacy of language teachers in terms of their nationality. Finally, pedagogical implications and recommendations for further research are presented.