Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching

The Effect of Computer-Assisted Language Learning Project (CALLP) on Yemeni EFL Student Teachers’ Perceived TPACK Self-Efficacy

“…Through CALLP, they could address the gap in their knowledge of TPACK-EFL, thus increasing their self-efficacy. Such a finding is in line with Fathi and Ebadi (2020) and Park and Son (2020) that EFL CALL training contributes to enhancing student teachers' confidence in linking technology and EFL.…”

“…They may not provide student teachers with sufficient hands-on experiences with technology utilization in EFL. This finding is congruous with Fathi and Ebadi (2020), and Park and Son (2020), highlighting the necessity for extended and practical CALL experiences in ELTEPs.…”

“…To maintain positive perceptions of their TPACK self-efficacy, and thus improving their technology use, student teachers should be provided with proper CALL training to develop their CALL self-efficacy (Ersanli, 2016;Fathi & Ebadi, 2020). Moreover, teacher educators should frequently utilize CALL in their classes so that student teachers can be exposed to various experiences of CALL integration (Kessler & Hubbard, 2017;Mei et al, 2017;Park & Son, 2020;Son, 2018). According to Kessler (2018), it is highly important that formal teacher education encompasses proper means to provide prospective teachers with the abilities to use technology and to boost their mindset to critically evaluate their technology use for teaching and learning.…”

“…As a matter of fact, it is believed that language teachers cannot employ CALL in their classes if they do not have the necessary knowledge and skills to integrate technology in their instruction (Rahimi & Pourshahbaz, 2019;Son, 2018). Accordingly, ELTEPs should address such necessity by integrating CALL across their curriculum (Fathi & Ebadi, 2020;Mei et al, 2017;Murray, 2017;Park & Son, 2020). To that end, the Computer Assisted Language Learning Project (CALLP) was implemented in the ELTEPs of four Yemeni public universities to engage EFL student teachers in a formal CALL training initiative.…”

Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

“…Therefore, OCL can also be considered as an effective way to train future teachers (Anderson, 2020 ; Margaliot et al, 2018 ). Recent research has reported the value of practice-based learning networks for student teachers’ sustained professional development in their careers (Margaliot et al, 2018 ; Park & Son, 2020 ; Twining et al, 2013 ). In addition, participating in an online collaborative course develops student teachers’ views of learning and increases student teachers’ knowledge of technology, which may in turn strengthen their positive attitudes toward the use of technology in their own teaching (Hur et al, 2020 ; Magen-Nagar & Shonfeld, 2018 ) and lead to enhanced use of OCL in their future teaching.…”