I'm All Ears: Teachers Support in CALL and its Nuances on EFL Learners' Resilience, Willingness to Communicate, and Academic Well-being

Abstract

This study examines the impact of teacher support in computer-assisted language learning (CALL) environments on English as a Foreign Language (EFL) learners' academic resilience, willingness to communicate (WTC), and academic well-being. Utilizing a quantitative pretest-posttest control group design, the study investigated the effectiveness of teacher support interventions in enhancing learner outcomes across these dimensions. Drawing on insights from the literature review, which underscores the significance of CALL, teacher support, academic resilience, WTC, and academic well-being in language education, the study addressed gaps in understanding the complex interactions between these variables. The findings revealed that EFL learners who receive teacher support in CALL settings demonstrated significantly higher levels of academic resilience, increased WTC, and enhanced academic well-being compared to those in the control group. These results highlight the pivotal role of teacher support in fostering positive learner experiences and outcomes within digital language learning contexts. The study contributes to the existing literature by providing empirical evidence of the efficacy of teacher support interventions in CALL environments and offering insights for language teachers, syllabus designers, materials developers, and policymakers to enhance language education practices. By recognizing the importance of teacher support and its impact on learner well-being and academic success, educators and policymakers can implement targeted interventions to create inclusive and supportive language learning environments conducive to learners' holistic development.