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Computer-assisted language learning (CALL) technology and pedagogy have gained recognition globally for their success in supporting second language acquisition (SLA). In Saudi Arabia, the government aims to provide most educational institutions with computers and networking for integrating CALL into classrooms. However, the recognition of CALL's efficacy does not translate into easy acceptance and integration in English as a Second Language or English as a Foreign Language (ESL/EFL) classrooms in Saudi schools, particularly where teaching of both English language and information and communication technologies (ICT) is subject to religious and cultural constraints. There are other barriers that impede native Arabic speakers from learning English. Accordingly, the research question addressed in this paper is an exploration of the overt and covert factors that affect CALL use and integration in Saudi Arabian secondary schools. A case study approach using mixed methods was employed to interview and observe a sample of teachers and school inspectors in urban and rural secondary schools. Results were supplemented with an online questionnaire and analysed using both descriptive statistics and thematic analysis. The findings lead to recommending a model to address the covert and overt issues identified, and provide systematic support for integrating CALL into Saudi Arabian English language classrooms.

Improving education systems is an elusive goal. Despite considerable investment, international studies such as the Teaching and Learning International Survey (TALIS) project of the Organisation for Economic Cooperation and Development (OECD) and the McKinsey Report, How The World's Best Performing Schools Come Out On Top, indicate that improving teacher quality is more important than increased financial investment. Both reports challenge governments, academics and practitioners to adopt new ways of sharing and building knowledge. This article makes the case for national education systems to adopt tried and tested knowledge management and Web 2.0 tools used by other sectors, and highlights the neglected potential of teacher educators as agents for improvement.

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