Teachers’ Computer-Assisted Language Learning (Call) Literacy: A Comparative Study in Spain and Iran

Tafazoli, Dara; Gómez-Parra, María-Elena; Abril, Cristina Huertas

doi:10.21071/ij21ce.v7i1.13220

Cited by 5 publications

(3 citation statements)

References 19 publications

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“…The social distancing rule has changed how teachers interact with students, manage their classes and convey the content. The quality of online language teaching is related to many factors such as technological pedagogical content knowledge (Mishra and Koehler, 2006), in general, and CALL literacy (Tafazoli et al, 2020), in particular. In other words, the online language teacher should be responsible for how to use technologies to teach the content appropriately.…”

Section: Discussionmentioning

confidence: 99%

Legacies of the COVID-19 pandemic for language education: focusing on institutes managers’ lived experiences

Tafazoli

Boroujeni

2021

JME

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Purpose This paper aims to compare the use of technology in language institutes before and amid the COVID-19 pandemic. Then, the authors illustrate the legacies of the COVID-19 pandemic for language institutes from the managers’ perspective. Design/methodology/approach In the current study, the authors went through a systematic process of collecting qualitative data, discovering sub-categories, forming categories out of them and explaining the topic under investigation using selected categories. Findings The findings showed that the use of technology has dramatically changed from limited usage for administrative purposes and computer-assisted language learning to building the future of an institute based on online education. Also, the health and education pandemics had positive legacies for language education in making a decision to move to fully online education for having a more sustainable organization, solving the potential problems of an organization with collaboration and cooperation between the managers and employees based on integrity, developing teachers’ knowledge, literacy and skills which lead to the best practices in online language teaching and shifting to flexible schedule based on the students’ needs and timetable which increases the accessibility of language education. Originality/value Based on the review, none of the previous research focused on the critical role of managers in language institutes facing the pandemic. Thus, the relationship between managerial decisions in technology integration, readiness for transformation and moving to online language education is still vague.

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Section: Discussionmentioning

confidence: 99%

Legacies of the COVID-19 pandemic for language education: focusing on institutes managers’ lived experiences

Tafazoli

Boroujeni

2021

JME

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“…Although Esfandiari & Meihami (2023) emphasize how CALL resources inspire EFL instructors, new research indicates that teacher preparation is equally essential for CALL integration. Moreover, it would be difficult to dispute the importance of incorporating technology into language instruction, notwithstanding the recent focus on the usage of technology in teacher education (Tafazoli et al, 2020).…”

Section: 1connection: Growing In Readiness To Become a Teacher Focuse...mentioning

confidence: 99%

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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“…Considering the limitations of previous studies, it is necessary to conduct extensive research on how EFL pre-service teachers use online reading strategies and how this knowledge might be used to teach online reading, since proficiency as a teacher in emerging literacies necessitates knowledge, abilities, and attitudes intimately related to the subject, context, and pedagogy (Larson, 2013;Tafazoli et al, 2020). Most teaching on how to use digital media in reading instruction is delivered in response to new and evolving technologies (Maden, 2018).…”

Section: Introductionmentioning

confidence: 99%

EFL Pre-service Teachers' Online Reading Strategy Use and their Insight into Teaching Reading

Laeli

Setiawan²,

Anam³

2022

IJLTER

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The purpose of this study is to investigate the usage of online reading strategies among EFL pre-service teachers in the Education Program and their pedagogical practices in teaching online reading. A total of 107 participants from the English Education program in East Java were involved in this study. A mixed-method design was used as the research approach. For data collection, this present study used the Second Language Online Reading Strategy Inventory (SLORSI) closed-ended questionnaire and semi-structured interviews. Overall, 13 participants were involved in the interview session. Based on the statistical analysis of the questionnaire, it was found that EFL pre-service teachers showed a high level of usage of online reading strategies (M= 3,71 – 4.14). The most frequently used was the Saving strategy (M= 4,14). However, the interview results were inconsistent with the questionnaire; although the participants showed a high level of usage of online reading, they offered different perspectives on teaching online reading. The participants mentioned inadequate reading digital literacy and strategies for future reading classes. Therefore, this study suggests that EFL education programs must highlight the importance of providing explicit practice for pre-service teachers using online reading strategies and model the strategy for future students.

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Teachers’ Computer-Assisted Language Learning (Call) Literacy: A Comparative Study in Spain and Iran

Cited by 5 publications

References 19 publications

Legacies of the COVID-19 pandemic for language education: focusing on institutes managers’ lived experiences

Legacies of the COVID-19 pandemic for language education: focusing on institutes managers’ lived experiences

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

EFL Pre-service Teachers' Online Reading Strategy Use and their Insight into Teaching Reading

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