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Reza Dashtestani University of Tehran, Iran rdashtestani@ut.ac.ir !e implementation of computer-assisted language learning (CALL) has provided tremendous opportunities for language teachers to promote their computer literacy and adopt a learner-centered approach to teaching. Accordingly, with the rising advent of language learning technologies, language teachers would occupy a fundamental role in preparing and encouraging students to use various technologies for language learning purposes. In particular, the purpose of this study is to explore the attitudes of Iranian English as a foreign language (EFL) teachers toward the implementation of mobile-assisted language learning (MALL). !e survey target participants were "#$ EFL teachers who worked in a number of language teaching institutions in Iran. In-depth interviews with %% EFL teachers were conducted as well. !e findings from the survey and interview studies indicated moderately positive attitudes of the participants toward the use of mobile phones for language learning and teaching. !e findings suggest that the presence of a couple of perceived challenges might be the reason for the nonuse of mobile phones for EFL learning and teaching in Iran. !e teachers’ reported that they do not use any kind of MALL activities or software programs in their EFL courses. Results demonstrated that the EFL teachers did not have the required skills to use/develop MALL activities. !e paper proposes recommendations and suggestions on how to implement MALL and remove potential barriers to MALL implementation in EFL contexts.

Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances