Current Realities and Future Challenges for CALL Teacher Preparation

The use of digital tools in French as a Second Language teacher education in Ontario

“…Appropriate pedagogical application of digital devices and programs for language teaching and learning is not something that can be downloaded to a device, app, or program. Indeed, Kessler (2021) points out that research into CALL (computer-assisted language learning) teacher preparation has been limited but often reveals insufficient and superficial training, leaving teachers to learn digital tools independently or through short-term professional development. As we point out in this article, TCs capable with new media in their personal lives may not see such digital tools in use in their classroom environments or may be prevented from trying out creative applications.…”

“…Technology-mediated tasks were deemed to facilitate student-centred learning, which is useful for the development of both language knowledge and related digital competences. Recent developments in technology-infused learning also include the Maker movement (see Kessler, 2021), mixed reality and simulation projects, such as Mentira (see Holden & Sykes, 2013), Croquetlandia (see Sykes et al, 2008), and OpenSim (see Coleman & Yamazaki, 2017). Numerous research projects have successfully explored digital storytelling and multimodal creative production in formal and informal language learning contexts (Hébert et al, 2022;Lotherington, 2011;Lotherington & Paige, 2017;Ntelioglou et al, 2014;Prasad, 2015).…”

AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools

“…Jiang et al [68]; John and Woll [40]; Koltovskaia [2]; Woodworth and Barkaoui [69]; Hellmich and Vinall [7] Hellmich and Vinall [7]; Kessler [70]; Ling et al [71]; Ranalli [30]; Li [72] Li [72]; Knowles [73]; Pellet and Myers [9]; Sumakul et al [74]; Fyfe [75] Adopting ecological perspectives Larsen-Freeman [76]; Zhang and Hyland [77]; Hockly [78]; Patout and Cordy [79]; Jiang et al [68]; Koltovskaia [2]; Link et al [23] Lee [52]; Woodworth and Barkaoui [69]; Zhang [80]; Hellmich and Vinall [7]; Nunes et al [26]; Ranalli [30] Huang and Wilson [29]; Li [72]; Lieshout and Cardoso [81]; Pellet and Myers [9]; Sun and Fan [82] practice is provided to students. Variables related to students when discussing the effectiveness of using AWE are also important and maybe more telling.…”

“…Both curricular and administrative factors likely influence teachers' use of technology. An important factor is teachers' comfort level with technical tools that may be relevant to teaching and support [70]. A complicating factor for writing assistance tools that are powered by AI is the speed of development and change these tools constantly go through.…”

Current state of research on the use of technology in language teacher education and professional development

“…Focusing on specific issues rather than taking a holistic approach to the use of technology in teacher education is the main limitation of previous studies, as confirmed by Kessler (2021, p. 1): “This lack of broad perspective has contributed to an overall lack of benchmarks regarding what should be expected from such preparation across the profession.” Accordingly, the present systematic review tries to provide a broader perspective by putting together the reported affordances and challenges to inform teacher education officials about available potentials and possible problems in the TALL environment facing preservice teachers. In this study, TALL covers computer‐assisted language learning (CALL), virtual world language learning, mobile/tablet‐assisted language learning, and robot‐assisted language learning used for language teaching and learning purposes.…”