A QUANTITATIVE STUDY OF ADULT ESL LEARNERS’ PERCEPTIONS OF COMPUTER-ASSISTED LANGUAGE LEARNING

Abstract

The integration of Computer-Assisted Language Learning (CALL) has transformed English language education by providing flexible and interactive learning environments. Despite its widespread use, limited empirical research has focused on adult ESL learners’ perceptions of CALL. This quantitative study investigates adult learners’ attitudes toward CALL, its perceived benefits, and the challenges encountered during its implementation. Data were collected through a structured questionnaire administered to adult ESL learners and analyzed using statistical methods. The results reveal that the majority of participants demonstrate positive perceptions of CALL, particularly in terms of increased motivation, learner autonomy, and accessibility of learning resources. However, certain barriers, including insufficient technological skills and technical constraints, were also identified. The findings suggest that CALL can effectively support adult ESL learning when accompanied by appropriate training and institutional support.