Computer-Assisted Language Learning (CALL) in ESL Classrooms in India: Students’ perspective
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English, ESL, CALL, Tertiary level, Language Learning
Abstract
improving learning outcomes. Computer-Assisted Language Learning (CALL) offers potential
to enhance English as a Second Language (ESL) instruction, particularly in developing nations
like India. Nonetheless, ESL learners often face challenges related to motivation, infrastructure,
and pedagogical integration despite the growing technological accessibility. This study explores
CALL effectiveness in Indian tertiary-level ESL classrooms, focusing on its impact on student
engagement and language proficiency. A quantitative research was designed and the data was
collected from 80 students in English departments through a structured questionnaire. The study
assessed students’ perceptions of CALL. The authors analyzed benefits and challenges of CALL
using descriptive statistics. The obtained data indicated students as generally benefitting from
CALL. The participants mentioned increased motivation, language skills, and access to diverse
learning materials. However, we found that the optimum CALL implementation was hindered
by several barriers. Key barriers were unreliable internet access, technical difficulties, limited
teacher training, and insufficient resources. The present study highlights the need for targeted
interventions, including infrastructure development, teacher training programs, and institutional
support, to maximize CALL’s potential. Removing these barriers can foster more effective and
engaging language learning experiences rendering CALL as a transformative tool in ESL
education. The findings contribute to ongoing discussions on digital learning in ESL education
and provide actionable recommendations for educators and policymakers seeking to enhance
language instruction through technology.
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