Beyond language teaching skills: How to cultivate computational thinking skills through computer-assisted language learning

Abstract

Computational Thinking (CT), often regarded as a core component of 21st-century digital literacy, involves problem-solving skills developed through the use of Information and Communications Technologies (ICT). While CT has gained significant attention in science, technology, engineering, and mathematics (STEM) education, its potential within English Language Teaching (ELT) and Computer-Assisted Language Learning (CALL) remains underexplored. Addressing this gap, the present study investigates how English language teachers can foster CT skills through CALL-based instruction. Drawing on unstructured interviews with L2 Iranian teachers of English as a Foreign Language (EFL), the researchers employed both inductive and deductive content analysis to identify strategies for CT integration. These include fostering competitive learning environments, stimulating cognitive engagement across brain hemispheres, organizing peer-reviewed activities, encouraging pattern recognition, and employing reverse problem-solving techniques. However, challenges such as limited CALL literacy, insufficient family support, and inadequate infrastructure were identified as barriers to effective implementation. This study contributes to the emerging intersection of CT and CALL by demonstrating that CT is not exclusive to STEM domains. It advocates for a pedagogical shift from traditional teacher-centred methods to problem-solving approaches in language education and recommends the development of CT-informed CALL tools to better support teachers in cultivating students’ computational thinking skills.