Prospective EFL Teachers&#39; Perceptions of Using CALL in the Classroom

Computer Assisted ◽

Teachers Perceptions ◽

Efl Teachers ◽

Efl Teacher Education ◽

Teachers Perspectives ◽

Language Context

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of computer-assisted language learning (CALL) resources in teaching English as a foreign language context. One hundred and six prospective EFL teachers enrolled in a teacher education program participated in the study, completed a survey on the perceived used of CALL in a classroom, and attended semi-structured face-to-face interviews with the researchers. Thus, the study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into the future professional practices. The common perceptions and strategies of the prospective EFL teachers to use and integrate CALL into the language classes were examined and reported. In addition, pre-service teachers' perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch065 ◽

2018 ◽

pp. 1405-1418

Author(s):

Anil Rakicioglu-Soylemez ◽

Sedat Akayoglu

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Language Learning ◽

Prospective Teachers ◽

Teaching Practices ◽

Factors Affecting ◽

Teachers Perceptions ◽

Efl Teachers ◽

Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

Innovative Professional Development Methods and Strategies for STEM Education - Advances in Higher Education and Professional Development ◽

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

10.4018/978-1-4666-9471-2.ch012 ◽

2016 ◽

pp. 195-208

Author(s):

Anıl Rakicioglu-Soylemez ◽

Sedat Akayoglu

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Language Learning ◽

Prospective Teachers ◽

Teaching Practices ◽

Factors Affecting ◽

Teachers Perceptions ◽

Efl Teachers ◽

Efl Teacher Education

Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

Research in Social Sciences and Technology ◽

10.46303/ressat.04.01.5 ◽

2019 ◽

Vol 4 (1) ◽

pp. 92-104

Author(s):

Ali Abbas Alzubi

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Learning Opportunities ◽

Qr Codes ◽

Teachers Perceptions ◽

Efl Context ◽

Efl Teachers ◽

Educational Applications ◽

Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

Pedagogical Considerations and Opportunities for Teaching and Learning on the Web - Advances in Educational Technologies and Instructional Design ◽

Teachers' Experience as Foreign Language Online Learners

10.4018/978-1-4666-4611-7.ch003 ◽

2014 ◽

pp. 41-59

Author(s):

Congcong Wang

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Learning Styles ◽

Language Learning ◽

Teachers Perceptions ◽

Technological Diversity ◽

English Speaking World ◽

K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers’ perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Teachers' Experience as Foreign Language Online Learners

Computational Linguistics ◽

10.4018/978-1-4666-6042-7.ch005 ◽

2014 ◽

pp. 89-107

Author(s):

Congcong Wang

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Learning Styles ◽

Language Learning ◽

Teachers Perceptions ◽

Technological Diversity ◽

English Speaking World ◽

K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers' perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants' responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Pre-Service Teachers’ Perceptions of Learning a Foreign Language Online

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2012040103 ◽

2012 ◽

Vol 2 (2) ◽

pp. 30-44 ◽

Cited By ~ 14

Author(s):

Congcong Wang

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Learning Styles ◽

Language Learning ◽

Teachers Perceptions ◽

Technological Diversity ◽

English Speaking World ◽

K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study explores pre-service teachers’ perceptions of learning a foreign language online, and how such experience influence teaching linguistically, culturally, and technologically diverse students in the U.S. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course designed specifically for pre-service teachers. Surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Teachers' Experience as Foreign Language Online Learners

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch095 ◽

2018 ◽

pp. 1807-1825

Author(s):

Congcong Wang

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Learning Styles ◽

Language Learning ◽

Teachers Perceptions ◽

Technological Diversity ◽

English Speaking World ◽

K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers' perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants' responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

IJOLTL Indonesian Journal of Language Teaching and Linguistics ◽

10.30957/ijoltl.v1i3.187 ◽

2016 ◽

Vol 1 (3) ◽

pp. 233

Author(s):

Yustinus Calvin Gai Mali

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Education ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

English Language Education ◽

Study Program ◽

Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.

Saudi EFL Teachers’ Perspectives on Learner Autonomy

International Journal of Linguistics ◽

10.5296/ijl.v9i5.11918 ◽

2017 ◽

Vol 9 (5) ◽

pp. 211 ◽

Cited By ~ 1

Author(s):

Fakieh Alrabai

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learner Autonomy ◽

Related Factors ◽

Teachers Beliefs ◽

Efl Teachers ◽

Teachers Perspectives ◽

Frequency Counts ◽

Method Approach

This paper reports the findings of a study that investigated the perceptions on learner autonomy of 136 English teachers in Saudi Arabia. Using a mixed-method approach that utilized a survey and an interview, teachers’ beliefs were explored considering their interpretations of the concept of learner autonomy and its role in foreign language learning, the sense of responsibility that those teachers have in helping their learners become autonomous, the extent to which they feel that their learners are autonomous, and the challenges that they face in promoting their learners’ autonomy. Descriptive statistics (i.e., frequency counts and percentages) were calculated to determine the study findings. These findings revealed that the teachers in this study conceptualized the construct of learner autonomy according to four main orientations: technical, psychological, social, and political; the teachers’ notions of learner autonomy were most strongly associated with the psychological orientation. These teachers also emphasized that they were responsible for their students’ learning, and they perceived their students as passive, dependent and lacking initiative. They further identified several factors related to the learner, the institution, and the teacher as barriers that challenge them in their facilitation of learner autonomy, with some Saudi learner-related factors being the teachers’ main challenges in this regard.

Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

Journal of language and Education ◽

10.17323/jle.2021.11113 ◽

2021 ◽

Vol 7 (2) ◽

pp. 140-154

Author(s):

Fatemeh Karimi ◽

Ebrahim Fakhri Alamdari ◽

Mehrshad Ahmadian

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Student Teachers ◽

Education Program ◽

Teacher Education Programs ◽

Education Programs ◽

Efl Teacher ◽

Informal Observation ◽

Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice, the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.