This cross-cultural qualitative study investigated the attitudes and perceptions of language students towards computer-assisted language learning (CALL). We examined the strengths, weaknesses, opportunities, and threats of CALL in language education according to Iranian and Spanish students’ perceptions and attitudes. In addition, we found out the differences between Iranian and Spanish language students’ perceptions and attitudes towards CALL. The participants were 237 language students, and the researchers applied an online 10 open-ended question instrument for data collection and a SWOT analysis for data analysis. The findings of the content analysis revealed that many language students in Iran and Spain approved that CALL provides a wide range of tools, resources and materials for language learning. Among many pedagogical implications, this study suggests more CALL programs in order to enhance students’ CALL literacy.


Computer-Assisted Language Learning (CALL), Cross-Cultural Study, Delphi Methodology, Qualitative Study, SWOT analysis, Attitudes, Perceptions

Author Bio(s)

Dara Tafazoli holds a Ph.D. in Languages and Cultures from the University of Córdoba, in Spain. He has taught English language at several universities and language institutes in Iran for more than eight years. Now he is working on developing and implementing the CALL literacy framework for language teachers at the University of Newcastle, Australia. His research interests are in Computer-Assisted Language Learning (CALL) and cross-cultural studies related to language learning and teaching. Correspondence regarding this article can be addressed directly to: dara.tafazoli@uon.edu.au.

María-Elena Gómez-Parra, Ph.D., graduated from the University of Granada as an English Philologist and then from the University of Córdoba as a PhD. She holds a Master in Distant Education. Currently, she is an interdisciplinary researcher working mainly within Intercultural Education, Bilingual Education, and English as a Foreign Language. She is the IP of two research project, the Director of an Erasmus Mundus Joint Master Degree, the Director of the Research Group HUM-1006, and the Coordinator of the International Network IBIE (Ibero-American Bilingual and Intercultural Education Network). She is an Associate Professor in the Faculty of Education at the University of Córdoba, Spain. Her key research areas include intercultural education, bilingual education, early second language acquisition. Correspondence regarding this article can also be addressed directly to: elena.gomez@uco.es.

Cristina A. Huertas-Abril, Ph.D., belongs to the Department English and German Philologies of the University of Córdoba, Spain. She is an interdisciplinary researcher working mainly within EFL/ESL, Bilingual Education, CALL and Second Language Acquisition. She has participated in several interdisciplinary research projects and teaching innovation projects, and teaches at Master's level at UCO, UCA and UIMP. Moreover, she has taught both in formal and non-formal contents, and has directed and taught several specialization courses on EFL/ESL, SLA, and Translation Studies. Correspondence regarding this article can also be addressed directly to: cristina.huertas@uco.es.

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