Use of Computer-Assisted Language Learning (CALL) Tools

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Raghav Agarwal

TCS

Greater Noida, UP, India

raghavagarwal4998@gmail.com

Abstract
This manuscript explores the integration and impact of Computer-Assisted Language Learning (CALL) tools on language acquisition and pedagogy. Framed within contemporary theories of multimedia learning and learner autonomy, the study investigates how learners and instructors perceive, adopt, and benefit from digital platforms designed for foreign and second language instruction. A structured survey of 250 undergraduate language learners and 30 instructors across three universities was conducted to assess usage patterns, perceived effectiveness, and pedagogical challenges. Quantitative analyses reveal significant positive correlations between frequency of CALL tool use and improvements in receptive and productive language skills.

Qualitative responses highlight increased learner motivation, enhanced exposure to authentic language input, and opportunities for personalized feedback. However, survey participants also report technical barriers, over-reliance on automated feedback, and uneven access to resources. The paper concludes with recommendations for best practices in selecting and implementing CALL tools, emphasizes the importance of instructor training, and suggests directions for future research, including longitudinal studies on learning outcomes and comparative evaluations of emerging technologies.

Keywords

Computer-Assisted Language Learning; CALL; language education; technology integration; learner autonomy

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