Technology-enhanced language learning tools in Iranian EFL context: Frequencies, attitudes and challenges

The purposes of this study are to investigate the most and the least frequent Technology-Enhanced Language Learning (TELL) tools in Iranian EFL context; and to find the answer to what the attitudes of EFL teachers towards using these tools in their language courses are. To meet the end, this study was conducted with 32 male and female EFL teachers at different universities and language institutes within Iran. In the quantitative phase, a questionnaire developed by researchers was distributed among participants. This questionnaire consists of two main parts: demographic information and a five-point Likert scale about the teachers' attitudes and frequency of use of TELL tools. Moreover, in the qualitative phase of the study, a semi-structured interview was used in exploring the EFL teachers’ perceptions of using TELL tools in their language courses. The researchers hypothesized that, among the assigned TELL tools, computer and video projectors have the most frequent and web 2.0 technologies have the least frequent use in the Iranian context. Moreover, they assumed that the attitudes of teachers towards applying technology in EFL courses are positive, although they have lots of barriers and challenges. These findings support other studies which have noted the advantages of using technology in language courses. Finally, the findings show that this study has some implications for language teachers, material developers and syllabus designers for improving the usage of TELL tools in the foreign language learning context.