![]() There is revolution against non-CALL classroom in schools toward CALL implemented contexts to teach and learning languages particular English as a second or foreign language owing to inventions of new technology and software. First of all, teachers and learners must understand in which ways, why and when or how technology can be used to aid and facilitating their teaching and learning efforts. Digital language learning and teaching today is one of important strategies for language teachers and learners as an effective subterfuge in EFL environments. Incredibly to use of new technology nowadays is being significantly increased in both our ordinary and also professional lives, our learners more and more are using technology. ![]() Q 3: What are emerging activities of CALL learners? Introduction Q 2: What are learners’ motivations for using CALL? Q 1: Is CALL convenient for all learners? This research sets out to scrutinize following questions: The main goal of study is to cater an overview of recent developments in application of digital technology to EFL contexts. In fact, this study explains and describes about CALL for scholars that are inclined to use technology for their learning and teaching purpose. I set up research as an aim for both EFL learners and teachers particular those ones that aren’t aware about CALL utilities for EFL purposes in classroom. EFL teachers positively are exploring to find effective ways to teach more easily. Learning environments were encountered to a new challenge. These conditions for EFL learning environments are like other education situations. Teachers and students must appeal to CALL in their classrooms. As we know that we are living in digital world. Indeed, recent study explores to find effective principles for EFL learner and teacher to enhance and bridging learning gaps. ![]() The aim of this study is to investigate impact of implementing CLL Technology for EFL students to promote learning gaps in schools. It also examines strategies in which persuade students’ challenges for their developing CALL professionals. The results indicate significant changes in participants’ scores after to use CALL to learn EFL skills in contrast to non-CALL environments. While a lot of studies have carried out research in a laboratory context or through structure observation, this study explores learners’ interactions and challenges within CALL. Recent Research has focused to go over status of CALL and non-CALL settings to investigate what students do while to use CALL technology in EFL contexts for their language learning activities. Based on findings it can be predicted that CALL helps to learn FL skills. However, primary goal of this research is to find how information and communicative technology and its methodology can be effectively utilized to ameliorate cumbersome and prohibitive EFL teaching-learning obstacles. There is no qualm that CALL mediated is adhered as technology development to convey and paving paths which we are interacting with each one of community members. This study tries to provide local voice and insight of implementing CALL into Iranian EFL educational contexts as well as global perspectives in CALL. This study tries to investigate impacts of integrating CALL in classroom enhancing EFL learning gaps.
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