O n f e r e n c e

Some results of the study 
Historical research in support of CALL
As the objectives of the study depicted, the literature to the study was reviewed in a 
wide range of relevant sections such as an overview of CALL, CALL and second language 
learning and teaching theories. 
The literature review indicated that a number of studies emphasized on the advantages 
and disadvantages of CALL (e.g. Ahmad et al, 1985; Warschauer and Healey, 1998; 
Panourgia, 2002), CALL and second language acquisition (e.g. Chapelle, 1998, Pica, 
1994), and CALL attitutes (e.g. Stenson et al., 1992; Cotton, 1991).
There were also a number of studies on CALL and theories of learning and linguistics 
(e.g. Marques, 2005) and 
CALL teacher’s competencies
(e.g. John, 2001; Queiroz, 2003).
 
However, there has been a lack of studies of CALL implementation in different teaching 
contexts, in order for an investigation into how CALL actually is in practice. Research on 
this field in Asian countries like Vietnam is not an exception. There has been almost no 
research in CALL in English education in Vietnam though a number of CALL programs 
have been employed among universities in the country. 
Teacher’s understanding and attitude to CьLL:
What hinder the teachers from 
taking their roles?
The data showed that the teachers who were considered as one of the essential factors 
influencing students’ CALL
 
(John, 2001) did not show any role in promoting the use of 
computer-based facilities provided by the school for distance education.
Teachers showed positive attitudes and strong belief in Computer-Assisted Instruction 
(CAI). However, they were only slightly involved in using computers for their teaching. 
They hardly took any time to talk about the CDs or suggest other English study software 

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2014 CALL Conference 
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for their students. They also did not utilize email or the Internet with all mean numbers 
indicating teachers’ experience in CAI under 2.66 (Table 1). 
Lack of teacher’s instruction would go along with students’ lack of concern about the use 
of computers in their English study. The teachers seldom give students instructions to 
deal with the CD attached to the textbook, so students do not know how to use it. The 
teachers neither integrate email and the Internet into their teaching nor encourage 
students to use email and the Internet for their English learning, so the students rarely 
use these computer-based learning resources. The following table summarizes the 
findings from teacher’s responses: