O n f e r e n c e

 
Discussion 
The findings from the two different data sources (survey data and interview data) 
revealed a number of methodological problems and challenges encountered when 
designing, conducting and reporting the research, as discussed below:
First, historical research in support of CALL indicated that there have been studies in a 
wide range of CALL, but there has been a lack of studies of CALL implementation in 
different worldwide teaching contexts. This challenges the current study in addressing 
questions regarding the research discussion such as whether the findings have been 
adequately compared to previous research or whether the results support or contradict 
previous findings.
 
Second, in terms of research method, it was intended to conduct interviews with teachers 
for this study because of considerable benefits of this method as a long and successful 
tradition in teacher thinking (Connelly & Clandinin, 1988; Elbaz, 1983). However, as for 
the current study, interviews could be not enough if this research method was used by its 
own. In particular, the teachers who did not want to talk much about CALL because CALL 
was new to them. In this case, the advantages which interviews may offer such as giving 
the interviewees the opportunities and time to detail fully and freely the issue are not 
likely to work. The teachers had no training when they started their language teaching 
with computer-assisting. They were also never invited to talk about their teaching during 
the term by the school administrators who had authority for some changes. For this 
reason, a set of schedule of invariant questions in a questionnaire which is considered as 
‘constraint’ for the interview became useful to support teachers to explicit their teaching 
with CALL.
From what discussed above, if only the questionnaire to the teachers was used, the 
problem of the adequacy of the findings could be raised. The questionnaire for teachers, 
therefore, was designed to go along with a questionnaire for students on CALL to be 
conducted in order for the research questions to be fully addressed. This required more 
work of the researcher to do.
Third, the fact that the school administrators were not fully aware of their role in 
supporting CALL at school made the research report difficult. When the administrators 
thought that all their support involved providing some facilities such as computers and 
the CDs equipped in classroom, it was hard to get them to recognize that teachers and 
students needed much more (e.g. training, studies on CALL implementation) for a 
success of CALL. This is a challenge for the researcher to report the research findings. It 
becomes even more challenging when researches as the current study have not received 
appropriate encouragement from the school administration. 
Hopefully, the current study could provide the teachers and the school administrators 
useful evidence to show the efficiency of CALL at the school. From this, it is hope that 
both the teachers and the managers would consider their important role in CALL for a 
successful computer-based education program. In particular, the follow recommendations 
based on the findings of the study should be taken into consideration: