Volume 17, Issue 2 August 2021, pp. 135–157
Exploring EFL teachers’ professional identity development in a CALL teacher preparation program
The spread of computer-assisted language learning (CALL) in L2 pedagogy has asked for training professional teachers who can integrate CALL in L2 pedagogy. Hence, the current study investigated the role of a CALL teacher preparation program in developing EFL teachers’ professional identity. To that end, two EFL teachers participated in a blended CALL teacher preparation program in which the approaches, syllabi, and process of actual CALL teacher education programs were implemented. Through project-based instruction, EFL teachers learned how to bridge the theory and practice of CALL in their classes for eight months. The data sources were the teachers’ interactionally-oriented narratives and the reports of CALL practices in their classrooms. To examine EFL teachers’ professional identity development after participating in the program, the researchers analyzed the narratives based on the 3ATIF framework (Werbinska, 2016), including three components: affiliation, attachment, and autonomy. Teachers’ professional identity comprises these components. Teachers’ narratives were analyzed using a dialogic and performance analysis. The findings showed that CALL teacher preparation programs might have a constructive role in developing EFL teachers’ professional identity. The findings also indicated that EFL teachers’ willingness to become CALL-oriented teachers developed after participating in CALL teacher preparation programs. Moreover, their tendency toward integrating CALL in L2 pedagogy was enhanced while participating in the CALL teacher preparation program. Furthermore, they recognized CALL as a platform to develop their autonomy. It can be concluded through the findings of this study that CALL teacher preparation programs can motivate the EFL teachers to integrate what they obtain from the programs in their teaching.
© Hussein Meihami, Rajab Esfandiari
This work is licensed under a Creative Commons Attribution 4.0 International License.
Meihami, H., & Esfandiari, R. (2021). Exploring EFL teachers’ professional identity development in a CALL teacher preparation program . The JALT CALL Journal, 17(2), 135–157. https://doi.org/10.29140/jaltcall.v17n2.404
Intercultural education in times of restricted travel: Lessons from the Gaza Strip
Maria Grazia Imperiale
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 22–38.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90.
(Mis)use of e-mail in student-faculty interaction: Implications for university instruction in Germany, Saudi Arabia and Japan
The JALT CALL Journal Published: 30 April, 2013, Volume 9(1), 23–57.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
(Re)turning to contrastive rhetoric’s basic communication principles: A Common Ground theory perspective
Jonathan D. Brown
Australian Journal of Applied Linguistics Published: 22 August, 2022, Volume 5(2), 77–87.
3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan
Robert Swier, Mark Peterson
The JALT CALL Journal Published: 31 December, 2018, Volume 14(3), 225–238.
A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher
The JALT CALL Journal Published: 31 December, 2014, Volume 10(3), 189–202.
A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing
Jamshid Heidari, Farzaneh Khodabandeh, Hassan Soleimani
The JALT CALL Journal Published: 31 August, 2018, Volume 14(2), 143–156.