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

References

• Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91–100. doi:10.1016/j.compedu.2010.08.017
   Web of Science ®Google Scholar
• Akayoğlu, S. (2017). Pre-service English teachers’ perceptions of computer assisted language learning. İlköğretim Online, 16(3), 1220–1234. doi:10.17051/ilkonline.2017.330252
   Google Scholar
• Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2020). ICT integration in English language teacher education: Insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708–731. doi:10.1080/09588221.2019.1588744
   Web of Science ®Google Scholar
• Aydin, S. (2013). Teachers’ perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214–233. doi:10.1080/09588221.2012.654495
   Web of Science ®Google Scholar
• Başöz, T., & Çubukçu, F. (2014). Pre-service EFL teacher’s attitudes towards computer assisted language learning (CALL). Procedia - Social and Behavioral Sciences, 116, 531–535. doi:10.1016/j.sbspro.2014.01.253
   Google Scholar
• Bate, F. (2010). A bridge too far? Explaining beginning teachers’ use of ICT in Australian schools. Australasian Journal of Educational Technology, 26(7), 1042–1061. doi:10.14742/ajet.1033
   Web of Science ®Google Scholar
• Blankson, J., Keengwe, J., & Kyei-Blankson, L. (2010). Teachers and technology: Enhancing technology competencies for pre-service teachers. International Journal of Information and Communication Technology Education, 6(1), 45–54. doi:10.4018/jicte.2010091104
   Google Scholar
• Chien, Y., Chang, C., Yeh, T., & Chang, K. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578–588. doi:10.1016/j.tate.2011.12.005
   Web of Science ®Google Scholar
• DelliCarpini, M. (2012). Building computer technology skills in TESOL teacher education. Language Learning & Technology, 16(2), 14–23.
   Web of Science ®Google Scholar
• Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?Computers & Education, 51(1), 187–199. doi:10.1016/j.compedu.2007.05.001
   Web of Science ®Google Scholar
• Ekmekçi, E. (2018). Examination of studies regarding pre-service EFL teachers’ Technological Pedagogical Content Knowledge (TPACK) in Turkey. International Journal of Eurasia Social Sciences, 9(34), 2180–2193.
   Google Scholar
• Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi:10.1111/j.1365-2648.2007.04569.x
   PubMed Web of Science ®Google Scholar
• Gao, P., Wong, A. F., Choy, D., & Wu, J. (2011). Beginning teachers’ understanding performances of technology integration. Asia Pacific Journal of Education, 31(2), 211–223. doi:10.1080/02188791.2011.567003
   Web of Science ®Google Scholar
• Healey, D. (2018). TESOL technology standards. In J. I. Liontas, M. DelliCarpini, & G. Kessler (Eds.), The TESOL encyclopedia of English language teaching (pp. 1–6). Hoboken, NJ : Wiley Blackwel. doi:10.1002/9781118784235.eelt0453
   Google Scholar
• Healey, D., Hegelheimer, V., Hubbard, P., Ioannou-Georgiou, S., Kessler, G., & Ware, P. (2008). TESOL technology standards framework. Alexandria, VA: TESOL. Retrieved from https://www.tesol.org.
   Google Scholar
• Hismanoglu, M. (2012). Prospective EFL teachers’ perceptions of ICT integration: A study of distance higher education in Turkey. Journal of Educational Technology & Society, 15(1), 185–196.
   Web of Science ®Google Scholar
• Hong, K. H. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22(1), 53–69. doi:10.1017/S095834400999019X
   Google Scholar
• Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175.
   Google Scholar
• Hughes, J., Thomas, R., Scharber, C. (2006). Assessing technology integration: The RAT – replacement, amplification, and transformation–framework. In C. Crawford (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1616–1620).Chesapeake, VA: AACE.
   Google Scholar
• ISTE. (2008). ISTE standards for teachers. Arlington, VA: ISTE. Retrieved from https://www.iste.org/standards.
   Google Scholar
• Jeong, K. O. (2017). Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning, 30(6), 488–509. doi:10.1080/09588221.2017.1321554
   Web of Science ®Google Scholar
• Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383–408. doi:10.1080/15391523.2006.10782466
   Google Scholar
• Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183–210. doi:10.2307/40264516
   Web of Science ®Google Scholar
• Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173–188. doi:10.1080/09588220701331394
   Google Scholar
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
   Google Scholar
• Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335. doi:10.1080/09588221.2011.568417
   Web of Science ®Google Scholar
• Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40–60. doi:10.1080/09588221.2014.889714
   Web of Science ®Google Scholar
• Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. doi:10.1017/S0958344017000258
   Web of Science ®Google Scholar
• Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal, 93, 769–782. doi:10.1111/j.1540-4781.2009.00972.x
   Web of Science ®Google Scholar
• Lewis, C. (2015). Pre-service teachers’ ability to identify technology standards: Does curriculum matter?Contemporary Issues in Technology and Teacher Education, 15(2), 235–254.
   Google Scholar
• Özen, R. (2013). Pre-service teachers’ training and technology use: A case study. International Journal of Human Sciences, 10, 147–162.
   Google Scholar
• Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937–945. doi:10.1016/j.compedu.2012.04.001
   Web of Science ®Google Scholar
• Şahin Kızıl, A., & Savran, Z. (2018). Assessing self-regulated learning: The case of vocabulary learning through information and communication technologies. Computer Assisted Language Learning, 31(5-6), 599–616. doi:10.1080/09588221.2018.1428201
   Web of Science ®Google Scholar
• Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112. doi:10.1016/j.compedu.2009.07.010
   Web of Science ®Google Scholar
• Sarıçoban, A. (2013). Pre-service ELT teachers’ attitudes towards computer use: A Turkish survey. Eurasian Journal of Educational Research, 53(53), 59–78. doi:10.14689/ejer.2013.53.4
   Google Scholar
• Sert, O., & Li, L. (2017). A qualitative study on CALL knowledge and materials design: Insights from pre-service EFL teachers. International Journal of Computer-Assisted Language Learning and Teaching, 7(3), 73–87. doi:10.4018/IJCALLT.2017070105
   Web of Science ®Google Scholar
• Tearle, P., & Golder, G. (2008). The use of ICT in the teaching and learning of physical education in compulsory education: How do we prepare the workforce of the future?European Journal of Teacher Education, 31(1), 55–72. doi:10.1080/02619760701845016
   Web of Science ®Google Scholar
• Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. doi:10.1016/j.compedu.2011.10.009
   Web of Science ®Google Scholar
• Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150. doi:10.1016/j.compedu.2015.11.009
   Web of Science ®Google Scholar
• Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers & Education, 47(1), 17–28. doi:10.1016/j.compedu.2004.08.013
   Web of Science ®Google Scholar
• UNESCO. (2011). ICT competency framework for teachers. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000213475.
   Google Scholar
• Uzun, L. (2016). The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills?Cogent Education, 3(1), 1141454. doi:10.1080/2331186X.2016.1141454
   Web of Science ®Google Scholar
• Vanek, J., King, K., & Bigelow, M. (2018). Social presence and identity: Facebook in an English language classroom. Journal of Language, Identity & Education, 17(4), 236–254. doi:10.1080/15348458.2018.1442223
   Web of Science ®Google Scholar
• Vurdien, R. (2013). Enhancing writing skills through blogging in an advanced English as a Foreign Language class in Spain. Computer Assisted Language Learning, 26(2), 126–143. doi:10.1080/09588221.2011.639784
   Web of Science ®Google Scholar
• Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory and practice-Oxford handbooks for language teachers. Oxford: Oxford University Press.
   Google Scholar
• Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277–289. doi:10.1080/09588221.2010.551757
   Web of Science ®Google Scholar
• Yavuzalp, N., Derya Gürer, M., Curaoğlu, O., Durmuş, S., Akayoğlu, S., Bahar, M., … Tekinarslan, E. (2015). FATIH project in Turkey: A case analysis. International Journal of Research in E-Learning IJREL, 1(1), 117–127.
   Google Scholar
• Zengin, Ö., & Aksu, M. (2017). A review study on the integration of technology into foreign language education in Turkey. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 50(2), 79–104. doi:10.1501/Egifak_0000001398
   Google Scholar