Abstract

This paper investigates the current state of CALL in EFL instruction at four Saudi institutions. The study identifies factors promoting or inhibiting CALL use and integration and how these factors affect EFL teaching/learning as perceived by EFL female faculty members at those institutions. The researchers used questionnaires to elicit information regarding computing facilities, use, and types of support available for EFL female faculty members in English departments at the four selected institutions. It was found that the female faculty members at the four institutions were not provided with enough computing facilities by their departments to use computer-assisted language learning in EFL instruction. The use of available computing facilities for instructional purposes is minimal and superficial. Different kinds of support (financial, technical, and training) in using computer-assisted language learning in EFL instruction were limited at the four institutions.

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