Formal and Informal CALL Preparation and Teacher Attitude toward Technology
Computer Assisted Language Learning Volume 20, Number 2, ISSN 0958-8221
Recent research suggests that there is a general lack of a computer-assisted language learning (CALL) presence in teacher preparation programs. There is also evidence that teachers obtain a majority of their CALL knowledge from informal sources and personal experience rather than through formalized preparation. Further, graduates of these programs are generally dissatisfied with the little training that they do receive. The literature suggests that reliance upon this kind of preparation may not best serve pedagogical needs due to distinctions between personal and pedagogical uses of technology. Consequently, it is important for us to gain more insight into the role of CALL within teacher preparation. A web-based survey was completed by 108 graduates of Teachers of English to Speakers of Other Languages (TESOL) masters degree programs. The study concluded that informal CALL preparation is closely linked to teachers' attitude toward technology while formal CALL teaching preparation is not. Additional observations are discussed. Among these, TESOL professionals appear to be confident about CALL overall, but they are not confident when creating CALL-based materials. They are also less confident when making decisions regarding the integration of CALL, particularly in addressing aural/oral skills. The following are appended: (1) Survey Questions and Sources; and (2) TESOL MA Program Survey. (Contains 6 tables.)
Kessler, G. (2007). Formal and Informal CALL Preparation and Teacher Attitude toward Technology. Computer Assisted Language Learning, 20(2), 173-188.
Cited ByView References & Citations Map
Nadia Jaramillo Cherrez, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1638–1643
Royce Kimmons, Brigham Young University, United States; Cassidy Hall, University of Idaho, United States
Journal of Technology and Teacher Education Vol. 24, No. 3 (July 2016) pp. 309–335
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