Patterns of call technologies' selection in English departments in Saudi universities and suggested considerations

Abstract EN

This study uses a mixed method that comprises of two tools, one secondary and another primary research tool.

The first tool is quantitative.

A survey was used to identify the scope and magnitude of the problem involving the common practices in selecting CALL technologies in a number of English departments in selected higher education institutions in Saudi Arabia.

The second tool was qualitative.

Document analysis was used as a primary tool through which the criteria for the selection of CALL technologies were created.

Using document analysis, the study reviews different resources to elicit an evaluative formula that researchers and language educators have suggested in relevant studies.

Among the resources that have been analyzed used in this study are conference presentations, refereed publications, software reviews, and related literature available online and in-print.

Findings reflected a range of improper practices and a common pattern of misplaced priorities that could be attributed to varied degrees of inadequacies of knowledge concerning CALL technology selection, use, role, and assessment.

Based on these findings, the study presents a number of effectiveness-related considerations for stakeholders including decision makers, education investors, language instructors, CALL specialists, and educators in general to keep in mind when evaluating and choosing CALL solutions for their English departments.

Criteria for the selection of CALL solutions were gathered from these different sources, synthesized, and then sorted to make a comprehensive list of prioritized criteria for the selection of CALL solutions.