UNDERGRADUATE PERCEPTIONS OF CALL INTEGRATION IN ESL CLASSROOMS: A CASE STUDY FROM FAST-NATIONAL UNIVERSITY, PAKISTAN

Abstract

This study investigates the underutilization of Computer-Assisted Language Learning (CALL) in English as a Second Language (ESL) classroom in Pakistan, particularly at technologically equipped institutions like FAST-National University. Despite widespread digital access, traditional teaching methods prevail, limiting the pedagogical benefits of CALL. The objective of this research is to explore undergraduate students’ perceptions of CALL integration, focusing on its acceptance, usability, and relevance to their learning needs. The present study is significant as it informs educators and policymakers about barriers and enablers to CALL normalization, contributing to improved technology-based language instruction. Employing an exploratory sequential mixed-methods design, the study gathered qualitative data through focus group interviews and quantitative data via structured questionnaires from 60 first-semester students. Guided by the Technology Acceptance Model (TAM), findings show that students generally hold a favourable view of CALL's usefulness and multimedia capabilities but remain cautious due to limited exposure, usability concerns, and lack of alignment with curriculum goals. The study concludes that for CALL to become an effective, normalized part of ESL education in Pakistan, institutions must enhance digital literacy, provide teacher training, and align CALL tools with learner preferences and pedagogical objectives.