Louise Hanna, David Barr, Helen Hou and Shauna Mc Gill, Ulster University, United Kingdom

A study was performed with 33 Modern Foreign Language (MFL) teachers to afford insight into how classroom practitioners interact with Computer Assisted Language Learning (CALL) in Second Language (L2) pedagogy. A questionnaire with CALL specific statements was completed by MFL teachers who were recruited via UK based Facebook groups. Significantly, participants acknowledged a gap in practice from the expectation of CALL in the MFL classroom. Overall, respondents were shown to be interested and regular consumers of CALL who perceived its ease and importance in L2 teaching and learning.

Computer Assisted Language Learning (CALL), Modern Foreign Languages (MFL), teacher attitudes, digital technologies, Second Language (L2) pedagogy.