本研究旨在探討COVID-19疫情對臺灣國小英語教師對電腦輔助語言學習（CALL）的認知以及所面臨的挑戰所產生的影響。研究採用混合研究設計，結合量化問卷分析和質性半結構訪談。共有80位來自臺灣各地的國小英語教師參與問卷調查，其中有10位英語教師進一步參與半結構訪談。研究結果顯示，在疫情後，教師對CALL的態度出現顯著轉變，加深對CALL好處的認識並增強使用數位工具的信心。此外，教師也更加重視與CALL相關的專業發展和資源支持。另外，在疫情期間，教師面臨著諸多挑戰，包括對資訊與通訊技術（ICT）工具和網路平台的不熟悉、設備和網路的不穩定性，以及耗時的大量備課時間。根據研究結果，本研究提出了對CALL實施和未來研究的建議。

The purpose of this study was to explore the impact of the COVID-19 pandemic on Taiwanese elementary school English teachers' perceptions of Computer-Assisted Language Learning (CALL) and the challenges they encountered. The study employed a mixed-method design, combining quantitative analysis of questionnaires and qualitative insights from semi-structured interviews. Eighty English teachers from various elementary schools in Taiwan responded to the questionnaire, and ten participants were involved in semi-structured interviews. The findings reveal that there were significant shifts in teachers' attitudes towards CALL post-pandemic, highlighting an enhanced understanding of CALL's benefits and increased confidence in using digital tools. Moreover, teachers have increased awareness of the importance of professional development and resource support related to CALL after the pandemic. Additionally, other findings reveal the challenges faced by teachers during the pandemic, such as unfamiliarity with Information and Communication Technology (ICT) tools, equipment and internet limitations, and time-consuming lesson preparation. Based on the findings, suggestions for CALL implementation and future research were provided.

CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 The Purpose of the Study 3
1.3 Significance of the Study 4
1.4 Research Questions 5
1.5 Definitions of Terminology 5
1.5.1 Computer-Assisted Language Learning (CALL) 6
1.5.2 Information and Communication Technology (ICT) 6
1.5.3 Distance Learning 7
1.5.4 Timelines of the COVID-19 Pandemic 7
CHAPTER TWO LITERATURE REVIEW 10
2.1 Introduction to Computer-Assisted Language Learning 10
2.2 Historical Development of CALL 11
2.3 Teachers’ Perceptions of CALL 13
2.4 The Advantages of CALL 15
2.5 The Challenges of Implementing CALL 16
2.6 Impact of the COVID-19 Pandemic on Education 19
2.7 Research Gap 21
CHAPTER THREE METHODOLOGY 23
3.1 Research Design 23
3.2 Participants 25
3.3 Research Instruments 26
3.3.1 Questionnaire 27
3.3.2 Interviews 29
3.4 Procedures 29
3.5 Data Collection 30
3.6 Data Analysis 31
3.6.1 Quantitative Data 31
3.6.2 Qualitative Data 32
3.7 Research Ethics 35
CHAPTER FOUR RESULTS 36
4.1 Questionnaires 36
4.1.1 Demographic Information 36
4.1.2 The Changes of Teachers’ Perceptions of CALL 38
4.2 Interviews 41
4.2.1 Teachers’ Experiences with CALL Before the Pandemic 41
4.2.2 Challenges of Remote Teaching During the Pandemic 43
4.2.3 Teachers’ Perceptions after Emergency Remote Teaching 45
CHAPTER FIVE DISCUSSION OF FINDINGS 49
5.1 The Changes of Teachers’ Perceptions of CALL Due to COVID-19 Pandemic 49
5.1.1 Enhanced Understanding of the Benefits of CALL 50
5.1.2 Increased Confidence in Utilizing CALL 51
5.1.3 Increased Awareness of the Importance of Continuous Professional Development and Resource Support 51
5.2 The Challenges Teachers Faced Because of COVID-19 Pandemic 53
5.2.1 Unfamiliarity with the Use of ICT Tools and Online Platforms 53
5.2.2 Lack of Equipment and Internet Stability 54
5.2.3 Time-Consuming Lesson Preparation 55
5.3 Summary of Findings 55
CHAPTER SIX CONCLUSION AND SUGGESTIONS 57
6.1 Suggestions for CALL 57
6.2 Limitations of the Study 59
6.3 Suggestions for Future Research 60
6.4 Conclusion 62
References 63
Appendix 1 78
Appendix 2 90

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