An Examination on EFL Preservice Teachers’ Development of Core Competencies Through Technology-Enhanced Language Learning

Abstract

The use of technology in language teaching and learning has become more and more significant in recent years. Technology-enhanced language learning (TELL) has been highlighted due to the rapid changes in the field of education. This study investigated how TELL affected preservice teachers’ perceived competencies in teacher education. Thirty-one preservice teachers at a medium-sized university in South Korea participated in this study. Survey questionnaires were the major data sources to check correlations between core competencies and see any differences in the participants’ competencies through the TELL environment. The results showed that all the five core competencies (i.e., self-directed learning, challenge, convergence, communication, and problem solving) are correlated. Among them, the correlation between competencies in convergence and problem solving showed the strongest relationship. From the t-test analyses, All the core competencies except for self-directed learning were statistically significant, which indicates TELL was an effective instruction for preservice teachers. This study discusses the importance of developing TELL strategies to increase competencies in convergence and problem solving and promoting reflective practice in TELL.