EFL Pre-service Teachers’ Perceptions towards the Use of CALL in the English Language Classrooms

Abstract

This study aimed to investigate English as a Foreign Language (EFL) pre-service teachers’ perceptions towards the use of Computer Assisted Language Learning (CALL) in the English Language Classrooms concerning the teachers’ computer competence and their perceptions of CALL after creating and using their own CALL in language teaching. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after teaching with CALL. The findings revealed that the overall computer competence of the participants was a moderate to a high level, yet the participants were not competent in accessing the different types of information and CALL materials online. Furthermore, the participants reported that the use of a computer made language learning interesting and encouraging. However, they demonstrated that a computer training program was required due to the lack of competence in operating some computer programs as well as the inadequate knowledge of new technology for the language learning. It can be surmised that though the EFL pre-service teachers have learned about CALL, they still find the CALL knowledge gained from the teaching methodology courses insufficient for effective CALL integration and design. Therefore, the study suggests that in order to improve teacher preparation courses, the knowledge of CALL including what CALL is, various types of CALL, as well as CALL materials evaluation be provided. Additionally, the understanding of teaching approaches should also be improved along with the technological skills since the knowledge of CALL solely is inadequate to make effective teaching. The teachers need the capability of selecting the right CALL materials and teaching approaches which are appropriate to the lesson.

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

“…On the other hand, most of the literature assesses pre-service teachers' technology proficiency (Atar, Aydın, & Bağcı, 2019;Basal, 2015a;Başal & Kaynak, 2020;Hana, 2020;İşler & Yıldırım, 2018;Liza & Andriyanti, 2020;Pace, Rodesiler, & Tripp, 2010;Raman, 2014;Sarıçoban, Tosuncuoğlu, & Kırmızı, 2019;Schieble, 2010;Solak & Çakır, 2014;Tachaiyaphum & Hoffman, 2018;Tseng, Cheng, & Yeh, 2019), but they are already digital natives and proficient technology users (Howlett & Waemusa, 2018;Lee & James, 2018). However, there are limited number of studies that assess perceived technology proficiency of in-service teachers, more specifically that of Turkish teachers of English, (Akturk & Ozturk, 2019;Ardıç & Çiftçi, 2019;Ergen, 2019;Köse, 2016;Özel & Arıkan, 2015), most of whom are digital immigrants (Howlett & Waemusa, 2018;Lee & James, 2018;Prensky, 2001) and might be incompetent users of technology.…”

Teachers’ Attitude towards the Use of Computer Technology in Teaching English Vocabulary among Primary Schools in Nyamira County, Kenya

“…Majority of teachers believed that computerized games improve the quality of teaching and learning outcomes, promote the development of language skills, and increase the motivation of learners to learn English language and their ability to retain information. Similarly, Tachaiyaphum and Hoffman (2018) investigated English as a Foreign Language (EFL) preservice teachers' perception towards the use of CALL in Thailand. The findings indicate that teachers exhibited positive perception regarding the use of CALL in language teaching practices.…”

Students Motivation on the Use of Technology and Its Relationship with Their Receptive Skills

“…Some studies had focused on the students and teachers' perceptions on the use of technology in form of computer assisted language (Dias & Bocorny, 2014;Madsen et al, 2018;Mollaei & Riasati, 2013;Öz, 2014;Ozturk, 2012;Park & Son, 2009;Rakicioglu-soylemez & Akayoglu, 2016;Shin & Son, 2007;Tachaiyaphum & Hoffman, 2018;Topkaya, 2010;S. Wang & Heffernan, 2010;Yükselir, 2016;Zare-ee, 2011).…”