Planning for Future Inquiry

Abstract

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.

Indonesian Teachers’ Perceived Technology Literacy for Enabling Technology-Enhanced English Instruction

“…Mishra and Koehler (2006) argue that possessing technology competence, combined with sound pedagogical approaches and appropriate content, is a must in adapting to teaching contexts and actualizing successful 21 st century learning. Egbert et al (2018) called for more studies exploring teacher technology literacy and use in classroom. Because previous studies have shown that EFL teachers lack technology skill to operationalize CALL-based teaching (Nila 2013;Al-Munnawarah 2014;Ridwan 2017;Machmud and Basalama 2017), this study aimed primarily at examining teachers' technology preparedness to promote CALL in Indonesian EFL instruction and provided a baseline for understanding the technology skills of Indonesian EFL teachers in Maluku.…”