Abstract

Before the COVID-19 pandemic, universities in Japan had been slow to transition from paper-based to digital methods and materials. In addition, the most applicable theories for teaching and learning languages with digital technologies had not been considered deeply by many university teachers, and their beliefs about these theories had not been thoroughly investigated. This paper presents a preliminary investigation of the theoretical assumptions of English teachers at a university in Japan. It evaluates the extent to which these beliefs are in accordance with established theories of Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL). The investigation shows that English teachers at this particular university are guided by established theories of CALL and TELL to some extent, but such theoretical considerations are constrained by more pragmatic ones. Although the respondents in this study did not perceive there to be a significant difference between traditional and digital language teaching and learning theories, it is argued that there is a need to reassess the theoretical underpinnings of traditional language teaching methodologies in the post-COVID-19 world of hybrid and blended education

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