2025/06/24 by Adams, Simon, Ogedengbe, Edidiong, Aliyu, Niyi
#Computer-Assisted Language Learning (CALL) #Digital literacy #E-learning #English language proficiency #language learning #technology
paper · doi:10.60787/nijolee.vol2no4.87
Computer-Assisted Language Learning (CALL) tools present creative, innovative and technologydriven ways of enhancing language learning. This study investigated the state, impact and challenges of CALL in teaching English Language at Philomath University, Abuja, Nigeria. The research adopted descriptive survey to collect data from 100 respondents from five faculties. A well-structured questionnaire developed in a five-option Likert-scale format was tested for reliability and validity by conducting a pilot study with a subset of 20 students using Cronbach’s alpha to get a value of 0.85. Descriptive Statistics (simple percentage, frequency tables and average mean score) was used to analyse data collected. A cut-off mark of 3.0 was set. The findings revealed that: there is availability of CALL tools; there is relative usage and impact of these tools on English language proficiency; and there are several challenges hindering CALL 's effective implementation. Notably among these challenges are: technical issues, lack of adequate training and insufficient resources, lack of CALL integration in curriculum, and many more. Based on these findings, the research recommended that: the university should develop a more comprehensive plan to better integrate CALL tools into the English language curriculum; organise regular training sessions for lecturers, invest in expanding the technological infrastructure, ensure availability of CALL resources; and launch initiatives like student workshops to showcase benefits of CALL.