INTEGRRATING TECHNOLOGY IN EFL CLASSROOMS: A COMPUTER-ASSISTED LANGUAGE LEARNING PERSPECTIVE ON LEARNER ENGAGEMENT AND PROFICIENCY DEVELOPMENT.

Abstract

This article examines the integration of technology, and specifically 
Computer-Assisted Language Learning (CALL) tools, into English as a Foreign 
Language (EFL) classrooms, with a focus on its effect on learner engagement and 
linguistic proficiency. Employing a quasi-experimental design, the study compared 
two groups of intermediate EFL learners over a ten-week instructional period: one 
taught through a technology-integrated syllabus incorporating multimedia resources, 
mobile-assisted language-learning applications, and online collaborative platforms, 
and another instructed through conventional textbook-based methods. Data were 
gathered through pre- and post-tests measuring vocabulary retention and speaking 
fluency, supplemented by a learner engagement questionnaire administered at the close 
of the study. Findings indicate that the technology-integrated group demonstrated 
measurably higher gains in both vocabulary retention and oral fluency, alongside 
elevated self-reported engagement and motivation, when compared with the control 
group. These results substantiate the pedagogical value of deliberately and 
purposefully integrated technology, suggesting that CALL tools, when aligned with 
clear instructional objectives rather than deployed for novelty alone, can meaningfully 
enhance both linguistic outcomes and classroom dynamics. Implications for 
curriculum design and teacher training are discussed, alongside limitations that warrant 
a cautious interpretation of the findings.