A Study On The Integration Of Computer-Assisted Language Learning In The ESL Classrooms Of Urban Public Colleges

Abstract

The current survey aims to investigate how computer-assisted language learning (CALL) is incorporated into English language classes and can be integrated in the best of the best possible manner at Karachi public colleges. This study further looks at English language teachers' attitudes toward CALL learning and the administrative support needed for the integration and use of digital applications in ESL classrooms, considering English is the official language of instruction in all Pakistani educational institutions. The survey research design, which combines theme and quantitative evaluation is used. A Likert scale analysis of 4 items—agree, disagree, strongly agree, and strongly disagree—was employed to examine 26 queries concerning the integration of instructional technology. The principals of the comparable colleges and the interview-focused group of ELT (English Language Teaching) faculty members were the subjects of the thematic analysis.  To use the purposive sampling technique, the data were collected from twenty-six serving English language teachers and six principals from various public institutions were interviewed. The findings show that English language teachers, administrators, directors, and principals are enthusiastic about integrating Education Technology (EdTech), but they expect the Government to provide instrumental equipment support and conduct training to ensure the successful implementation of technology in English language classes. It will have a long-term impact on English Language Teaching in Karachi's public colleges, allowing students to improve their language skills significantly.