The Implementation of Computer-Assisted Language Instruction in English for Sciences: An ESP Case Study in Higher Education

This study investigates the implementation of Computer-Assisted Language Instruction (CALI) in English for Sciences within an English for Specific Purposes (ESP) framework through a qualitative case study in a higher education context. Data were collected through classroom observations and in-depth interviews with six EFL lecturers teaching Physics and Mathematics students. The study focuses on the types of digital tools employed, lecturers’ ESP-oriented instructional practices, and challenges encountered in integrating CALI into discipline-specific language instruction. The findings indicate that lecturers used multimedia resources, mobile apps, web-based platforms, and emerging AI-powered tools to facilitate the development of scientific vocabulary, reading comprehension, and classroom interaction. CALI-supported instruction enhanced students’ behavioral, emotional, and cognitive engagement, as evidenced by increased participation, motivation, and strategic engagement with scientific texts and tasks. Nevertheless, implementation was constrained by infrastructural limitations, limited institutional support, insufficient professional development, and technical issues. Despite these constraints, lecturers demonstrated positive attitudes toward CALI and relied largely on self-directed professional learning. The study concludes that a blended, constructivist-oriented approach is particularly effective for CALI implementation in English for Sciences when supported by adequate institutional policies and resources.