Pursuing a Standardized Content of a CALL Course for Pre-Service EFL Teachers: The Procedure, Impacts, and Reflections

Autor/in	Ekmekçi, Emrah
Titel	Pursuing a Standardized Content of a CALL Course for Pre-Service EFL Teachers: The Procedure, Impacts, and Reflections
Quelle	In: Computer Assisted Language Learning, 36 (2023) 5-6, S.1005-1039 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ekmekçi, Emrah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1968913
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Preservice Teachers; Teacher Education Programs; Course Descriptions; Standards; Pedagogical Content Knowledge; Feedback (Response); Foreign Countries; Technological Literacy; Information Technology; Computer Assisted Instruction; Cooperative Learning; Evaluation Methods; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Kursstrukturplan; Standard; Pädagogische Kompetenz; Ausland; Technisches Wissen; Informationstechnologie; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Türkei
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01