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

Alotumi, Mohialdeen

doi:10.29252/ijree.5.4.14

Cited by 10 publications

(3 citation statements)

References 41 publications

(90 reference statements)

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“…The effective use of technology in English language instruction is also greatly influenced by the attitudes and beliefs of CALL teachers (Nadezhda, 2020;Zhang, 2022;Shadiev, & Yang, 2020), and the interaction of these factors with their knowledge, abilities, and attitudes has the potential to increase the efficacy of CALL (Kessler, 2007;Taghizadeh & Hasani-Yourdshahi, 2020). Nevertheless, the present study's thorough literature search revealed a lack of research on the CALL teachers' integration of technology (CALLTIT)their impact of a CALL educator training program on EFL in integrating technology in the language classroom (Fathi & Ebadi, 2020;Alotumi, 2020); Ekmekçi, 2023), -despite the multifaceted sort of CALL (either in-person, simulated, or hybrid) and the significance of TIT. Through an exploration of the subtleties and intricacies of the CALLTIT construct, this study therefore contributes to the integration of technology development of CALL instructors.…”

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confidence: 81%

The Impact of CALL Teacher Preparation Program on EFL Teachers' Integration of Technology

Eragamreddy

2024

IJLTS

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This research examines how Computer Assisted Language Learning (CALL) instructors are currently using technology in language instruction, the difficulties they encounter, how Computer Assisted Language Learning Teacher Preparation Program (CALLTPP) affects English Language Teachers (ELTs) professional development and technology integration and the implications of CALLTIT for teacher education programs. During a six-month blended learning program called CALLTPP, five CALL teachers engaged in online sessions and asynchronous communication to improve their comprehension and use of CALL in the classroom. Convenience sampling was used to choose the participants, who then submitted narratives summarizing their experiences. The narratives' thematic analysis showed that CALLTPPs had a favorable impact on ELTs' capacity for incorporating technology and professional development. Participants stated that they felt more competent and confident when incorporating technology, which increased learning outcomes and pupil engagement. On the other hand, difficulties including perceived complexity and a lack of formal CALL education were noted. In addition to highlighting the necessity of continuing support and training for CALL teachers, the study underscores the significance of digital literacy and pedagogical understanding for successful CALL integration.

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confidence: 81%

The Impact of CALL Teacher Preparation Program on EFL Teachers' Integration of Technology

Eragamreddy

2024

IJLTS

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“…Previous studies have indicated that TPACK-savvy teacher-taskforce can fulfill learners' classroom expectations better as the students from the digital age feel confident about their learning with tech-savvy instructors (Alotumi, 2020;Buss et al, 2018;Ca et al, 2019). Since its inception, TPACK, as a framework, was evaluated in different educational settings on various platforms.…”

Section: Study Rationale Purpose and Research Questionsmentioning

confidence: 99%

TPACK et l'auto-efficacité des enseignants: une revue systématique

Joshi

2023

CJLT

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Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.

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“…Mandad et al propose an integrated technique designed to improve their self-directed learning and self-confidence, and to develop cultural literacy for social development and international exchange [ 16 ]. Alotumi adopts network transmission mode, all data are provided through the existing network, and educational content is provided in the form of web page [ 17 ]. Chunlin argues that modern information technology should provide new ways of teaching and learning, so that English teaching and learning can move toward autonomy [ 18 ].…”

Section: Related Workmentioning

confidence: 99%

Research on the Construction of English Autonomous Learning Model Based on Computer Network-Assisted Instruction

Tian

Tang

2022

Computational Intelligence and Neuroscience

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As a supplement to traditional teaching methods, computer-assisted teaching methods can reflect modern educational concepts, such as creating student-led, teacher-led environments. The goal of college English education is to enable them to communicate effectively in English in their future academic, work, and social interactions, while also developing students’ self-learning skills. Chinese society improves overall cultural competence and adapts to the needs of international communication. Self-directed learning is not static and will increase or decrease with time, discipline, and conditions and is an evolving process. Understanding learning, taking responsibility for one’s own learning, and learning how to learn are all beneficial. Students abound in school life and even throughout their lives. In this paper, we try to propose a computer-based method for constructing an independent English learning model based on a practical study of computer network technology for the development of self-learning ability of non-English majors in a university. This paper uses comparative analysis techniques to compare traditional paper-and-pencil examinations and computer-based online evaluations and analyzes the effects of each. The survey showed that 81% of the students preferred the computer-based assessment. Therefore, the focus of this research is to strengthen the oral English training in college and create an authentic English learning environment for students to really feel the standard English pronunciation, intonation, and knowledge of grammar, listening, reading, writing, and translation.

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

Cited by 10 publications

References 41 publications

The Impact of CALL Teacher Preparation Program on EFL Teachers' Integration of Technology

The Impact of CALL Teacher Preparation Program on EFL Teachers' Integration of Technology

TPACK et l'auto-efficacité des enseignants: une revue systématique

Research on the Construction of English Autonomous Learning Model Based on Computer Network-Assisted Instruction

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