Pursuing a standardized content of a CALL course for pre-service EFL teachers: the procedure, impacts, and reflections

Ekmekçi E.

COMPUTER ASSISTED LANGUAGE LEARNING, cilt.36, sa.5-6, ss.1005-1039, 2023 (AHCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 36 Sayı: 5-6
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/09588221.2021.1968913
  • Dergi Adı: COMPUTER ASSISTED LANGUAGE LEARNING
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo, DIALNET
  • Sayfa Sayıları: ss.1005-1039
  • Anahtar Kelimeler: Syllabus design, CALL course, digital pedagogy, technology standards, TECHNOLOGY, EDUCATION, ICT, PERCEPTIONS, INTEGRATION, PREPARE, ENGLISH, FUTURE, SKILLS
  • Ondokuz Mayıs Üniversitesi Adresli: Evet

Özet

The aim of this study is to suggest and test a CALL syllabus designed in accordance with the TESOL Technology Standards for Language Teachers in terms of its efficiency and possible effects on English Language Teacher Education (ELTE) students' ICT competencies acquisition. Employing both quantitative and qualitative data collection instruments, the study used a questionnaire and semi-structured interview. The participants were 95 pre-service EFL teachers studying at a state university in Turkey. Presenting the steps for creating a CALL syllabus based on TESOL Technology Standards for Language Teachers, the study revealed that there is a statistically significant difference in pre-service EFL teachers' competencies in integrating pedagogical knowledge and skills with technology, feedback and assessment through technology, and using technology for communication and collaboration before and after the implementation of fourteen-week CALL syllabus. It was also found that the participants did not have enough knowledge on technology research, providing feedback, and integrating digital assessment tools into their teaching.