Comprehensive assessment of CALL technologies for language instruction at higher education institutions

Abstract

The ongoing transformation of higher education highlights the increasing importance of technology-enhanced learning. This study aims to evaluate the effectiveness of Computer-Assisted Language Learning (CALL) technologies in improving English language proficiency among students at Ukrainian universities and to assess their impact on student motivation and engagement. A mixed-methods approach was employed, combining a survey of 120 students with an analytical t-test to identify correlations between CALL use and academic outcomes. The findings indicate that students in the experimental group who used CALL technologies performed significantly better than those in the control group, with an average score increase of 15.3 points and a 6.2-point advantage over the control group. The components “interest in the subject” and “intrinsic motivation” demonstrated the most notable improvements, reflecting deep learner engagement. Key benefits reported by students included enhanced motivation, immediate feedback, and flexible learning opportunities. Challenges identified were technical difficulties, lack of physical interaction, and the need for instructors to adapt to digital formats. The study concludes that CALL technologies contribute positively to language instruction, though further research is warranted to compare the relative effectiveness of specific platforms and tools.