Handbook of CALL Teacher Education and Professional Development: Voices from Under-Represented Contexts

Foreword
Preface
Acknowledgments
Contents
Editors and Contributors
Abbreviations
List of Figures
List of Tables
Part I Principles of CALL Teacher Education and Professional Development
1 Contextualizing and Adapting Teacher Education and Professional Development
1 Introduction
2 Development of Teacher Training as a Sub-field of CALL
3 TESOL Technology Standards
4 Conclusion
References
2 CALL Teacher Education and Professional Development: Contextual Challenges in Under-Represented Contexts
1 Introduction
2 Lessons Learned
2.1 Technical Challenges
2.2 Resource Challenges
2.3 Strategic Challenges
2.4 Sociocultural Challenges
2.5 Economic Challenges
3 Discussion
4 Conclusion
References
Part II Voices of Pre-service Teachers
3 Pre-service Chinese Foreign Language Teachers in Blended CALL Preparation Program: Case Study in Taiwan
1 Introduction
2 Voices Already Heard
2.1 CALL Teacher Preparation Studies in Under-Represented Contexts
2.2 CALL Teacher Preparation Studies in Taiwan
3 The Case Study
3.1 Situating e-Learning and Teacher Training in Taiwan
3.2 Participants
3.3 Blended CALL Training Program
3.4 Data Collection and Analysis
4 Lessons Learned
4.1 How Effective is the BL Training Program on Pre-service CFL Teachers’ CALL Professional Development?
4.2 What Factors, if Any, Facilitate or Hinder These Pre-service CFL Teachers’ Learning to Teach with Technology?
5 Discussion and Conclusion
References
4 Secondary Pre-service English Teachers’ Response to CALL Innovation in Cambodia
1 Introduction
2 The Present Study
2.1 Framing the Present Project
3 Methods
4 Lessons Learned
4.1 General Comments
4.2 Moodle-Based Pronunciation Exercises
5 Discussion
6 Conclusion
References
5 Fostering Digital Literacy and Learner Autonomy Readiness Among Pre-service Teachers in Online Education
1 Under-represented Context
2 CALL Teacher Education/Professional Development Concerns
3 Voices Already Heard
3.1 Digital Literacy
3.2 Learner Autonomy
3.3 Theoretical Voices
4 Method
4.1 Research Design
4.2 Participants
4.3 Data Collection and Analysis
5 Lessons Learned
5.1 Digital Literacy (DL)
5.2 Learner Autonomy Readiness
5.3 Relationship Between Digital Literacy and Learner Autonomy Readiness
5.4 Perceptions of PTs About Digital Literacy
5.5 Perceptions of PTs About Learner Autonomy
6 Discussion
7 Conclusion
References
6 Online Teacher Education in Times of Crisis: Listening to Teachers’ Voices During COVID-19
1 Introduction
2 Voices Already Heard
3 Methods
3.1 Research Design and Context
3.2 Participants
3.3 Data Collection and Analysis
4 Lessons Learned
4.1 Wellbeing
4.2 Time Management
4.3 Access to Learning
4.4 Work Life
4.5 Home Life
5 Discussion
5.1 What Changes Have DL Learners (English Language Teachers) Experienced Because of the COVID-19 Pandemic in Their Personal and Professional Lives?
5.2 What Has the Impact of These Changes Been on English Language Teachers’ Experiences of Distance Learning?
5.3 What Factors Do DL Learners (English Language Teachers) Perceive to Have Supported or Inhibited Their Learning During Their Experience of Lockdown?
6 Conclusion
References
7 How Do Indonesian EFL Student Teachers Solve Teaching Issues During Online Teaching Practicums? A Phenomenological Study
1 Introduction
2 Voices Already Heard
2.1 Teaching Practicums
2.2 Online Teaching Issues and Solutions During Emergency Remote Teaching
3 Methods
3.1 Research Design
3.2 Participants
3.3 Instrument, Data Collection, and Analysis
4 Lessons Learned
4.1 Issues While Designing Online EFL Activities
4.2 Solutions to Solve the Issues Related to Designing Online EFL Activities
4.3 Issues While Conducting Online Teaching Practicums
4.4 Solutions to Solve the Issues Related to Conducting Online Teaching Practicums
5 Discussion
6 Conclusion
References
8 CALL Teacher Education for Young Learner Classrooms
1 Introduction
2 Voices Already Heard
2.1 CALL in Turkish EFL Context
2.2 CALL Teacher Education for Teaching Young Learners
3 Methods
3.1 Research Design
3.2 Participants and Context
3.3 Data Collection and Analysis
4 Lessons Learned
4.1 Awareness of the Role of CALL
4.2 Sufficiency of TEYL Module in Terms of CALL
4.3 CALL Integration in YL Classes
5 Discussion
6 Conclusion
Appendix A: Interview Questions
References
Part III Voices of In-Service Teachers
9 Emergency Remote EFL Instruction in Brazil, China, and Indonesia: What Teachers Learned and How?
1 Introduction
2 Theoretical Voices
3 Voices Already Heard
4 Methods
5 Lessons Learned
5.1 Subjects’ Teaching Contexts
5.2 Shift to Student-Centeredness
6 Discussion and Conclusion
Appendix A: Interview Questions
Notes
References
10 Kimono Books and Chicken Hats: Doing Critical Literacy as Professional Development in One Urban Elementary School
1 Introduction
2 Context Under Investigation
3 Voices Already Heard
4 Theoretical Voices
5 Methods
5.1 Research Questions
5.2 Participants
5.3 Project Artventure Workshops
5.4 Data and Data Analysis
6 Lessons Learned
6.1 What Happens When Teachers Engage in Professional Development Framed in Critical Literacy With Attention Toward Schoolwide Integration of Arts and Design Technologies in all Learning?
6.2 What Characterizes This Learning?
6.3 What Changes (if Any) Are Observable in Teachers’ Engagement with These Technologies and Become Visible in Their Pedagogy and Practice?
7 Implications and Suggestions
8 Conclusion
References
11 Teacher Education in Mobile Assisted Language Learning for Adult Migrants: A Study of Provincial Centres for Adult Education in Italy
1 Introduction: Migrant Language Education in Italy
2 Voices Already Heard
3 Theoretical Voices: A Model for MALL in CPIAs
4 The Study
5 Lessons Learned
5.1 Vera
5.2 Carla
5.3 Lisa
6 Discussion
7 Conclusion
References
12 Emergency Online Teaching: Voices of Hong Kong CALL Lecturers
1 Introduction
2 Voices Already Heard
2.1 The Concept of Adjustment
2.2 Language Teacher Job Satisfaction
2.3 Theoretical Voices: A Conceptual EA Model
3 Methods
3.1 Research Design
3.2 Context Under Investigation
3.3 Data Collection and Analysis
4 Lessons Learned
4.1 What Challenges Did CALL Lecturers Experience from January to June 2020 in Their ERT?
4.2 What Strategic Responses Did CALL Lecturers Adopt in Response to the Challenges They Faced?
4.3 What Are the Language Lecturers’ Perspectives on Their EA Experiences?
5 Implications
6 Conclusion
References
13 Teacher Beliefs About Emergency Remote Language Teaching in Early Childhood Education in Indonesia
1 Indonesia: An Under-Represented Context in Foreign Language Learning
2 Voices Already Heard
3 Methods
3.1 Research Design
3.2 Participants
3.3 Context and Instruments
3.4 Data Collection and Analysis
4 Lessons Learned
4.1 Technical Problems
4.2 Home Environment and Socio-Emotional Variables
4.3 Families’ and Teachers’ Skills
4.4 Teaching–Learning Resources and Strategies
5 Discussion
6 Conclusion
References
14 Barriers and Opportunities in CALL PD in Romania: Judging the Effectiveness of Teacher-Led PD
1 Context and CALL PD Concerns
2 Voices Already Heard
3 Methods
3.1 Research Design
3.2 Context of the Study
3.3 Participants
3.4 Data Collection and Analysis
4 Lessons Learned
5 Discussion
6 Conclusion
Appendix
References
15 Challenges of Teacher Education Programs in Thailand: Voices of CALL Instructors from an Under-Represented Context
1 Introduction
2 Voices Already Heard
2.1 Teacher Education Programs in Thailand
2.2 Online Learning Instruction
3 Theoretical Voices: TPACK Model
4 Methodology
4.1 Participants
4.2 Research Instrument
4.3 Data Collection and Analysis
5 Lessons Learned
5.1 What Were the Challenges the CALL Instructors Faced When They Previously Taught the Course?
5.2 How Would the CALL Instructors Adjust the Course to Match the Needs in the “Next Normal”?
6 Conclusion
Appendix: Core Interview Questions
References
16 Developing Approaches to CALL Teacher Education in Palestine: Problems, Possibilities, and Paradigm Shifts
1 Introduction: Life and Learning in a Context of Conflict
2 E-learning in Palestine: A Tentative Embrace
3 Voices Already Heard
4 Methods
4.1 Research Design
4.2 Context and Participants
4.3 Data Analysis
5 Lessons Learned
5.1 Lack of Adequate Basic Digital Literacy
5.2 Shortcomings in Institutional Support
5.3 Pedagogy Shock and Forced to Go Beyond Reconfiguring Their Practices to Reconsidering and Restructuring Their Roles
5.4 Socio-Cultural Impacts
5.5 E-learning Effects on Students’ Motivation
5.6 Community and Institutional Infrastructures
6 Discussion
7 Conclusion
Appendix: Semi-structured Interview Protocols
References
17 Exploring Microlearning for Teacher Professional Development: Voices from Hong Kong
1 Introduction
2 Voices Already Heard
2.1 Teacher Professional Development
3 Methods
3.1 Research Design
3.2 Participants and Context
3.3 Microlearning TPD Activities
3.4 Data Collection and Analysis
4 Lessons Learned
4.1 Quick and Relevant
4.2 TPD Engagement
4.3 Practical Knowledge and Confidence
5 Conclusion
References
18 Online Flipped Tasks and Universal Design for Learning: A Means to an Inclusive and Motivating EFL Learning Environment
1 Introduction
2 Voices Already Heard
2.1 The Synchronous Online Flipped Learning Approach (SOFLA)
2.2 Flipped Learning in ELT in Turkey
2.3 Design Factors in Flipped Learning
3 Theoretical Voices: Universal Design Learning (UDL)
4 Methods
4.1 Research Design
4.2 Context and Participants
4.3 Data Collection Instruments
4.4 Data Analysis
5 Lesson Learned
5.1 Preservice EFL Teachers’ Experiences Regarding the Online Flipped Task Design Process
5.2 Preservice EFL Teachers’ Challenges in the Design of Online Flipped Tasks
5.3 Anticipated Problems Regarding the Implementation of Online Flipped Tasks
5.4 Alignment of Flipped Tasks with UDL Principles
6 Discussion
7 Conclusion
References
19 Iranian EFL Teachers’ Challenges and Solutions in Using Computer-Assisted Assessment: Exploring EFL Teachers’ Experiential Evidence
1 Under-Represented Context: CALL in Iran
2 Voices Already Heard
2.1 Challenges of EFL Teachers with CAA
2.2 CAA: Promising, Yet Challenging
2.3 Theoretical Voice: An Emic Perspective
3 Methods
3.1 Research Design: A Transcendental Phenomenology
3.2 Participants
3.3 Data Source: Autobiographical Narratives
3.4 Data Analysis Procedure: A Descriptive Phenomenological Analysis
4 Lessons Learned: Teachers’ Challenges and Solutions Need Further Thoughts
5 Discussion
6 Conclusion
References
20 Professional Identity Under Reconstruction: Stories of Vietnamese ESOL Teachers’ Integration of Technology
1 Introduction
2 Voices Already Heard
2.1 CALL Teacher Education and Teacher Professional Identity
2.2 Language Teachers’ Professional Identities in Times of Technology Emergence
3 Theoretical Voices
4 Methods
4.1 Research Design
4.2 Context and Participant
4.3 Data Collection and Analysis
5 Lessons Learned
5.1 Early Interaction with Technology Integration
5.2 Technology Emergence at a Larger Scale
5.3 Hai, Nam, and Sau: Technophiles Who Teach
5.4 Tu: A Teacher Who Uses Technology to Teach
5.5 Ba: A Technophobe Who Teaches
6 Discussion
6.1 The Role of Teachers’ Personal Beliefs
6.2 The Interinfluence of Teacher Agency and Identity
6.3 The Degree of Contextual Influence
7 Conclusion
References
21 Investigating EFL Teacher’s Professional Identities in Flipped Learning Classroom Through Accountability-Focused Evaluations
1 Introduction
2 Voices Already Heard
2.1 Teachers’ Identity and Evaluation in Flipped Learning Classroom
2.2 Purposes of Evaluation
2.3 Teachers’ Perceptions of Accountability-Focused Evaluation
3 Theoretical Voices
4 Methods
4.1 Research Design
4.2 Context
4.3 Participants
4.4 Data Collection and Analysis
5 Lessons Learned
5.1 A Need for an Accountability-Focused System in FL Classroom
5.2 Inaccurate and Incomplete Teachers’ Identity Through FL Classroom
5.3 Effects of an Accountability-Focused Evaluation on Teachers Through FL Classroom
6 Discussion
7 Conclusion
References
22 An English Literature Professor Applies CALL PD in Her Classroom and Outreach Programs: Reflections and Implications
1 Introduction
2 Romania: Context Under-Investigation
3 Methodology
4 English Studies at LBUS
5 The PD Programs
6 Reflection
7 Application
8 Lessons Learned
9 Discussion and Conclusion
Appendix 1: “Poetry Makes Nothing Happen” Workshop Handout
Appendix 2: Mentimeter
Appendix 3: Workshop Materials
References
23 Exploring ELT Teachers’ Behavioral Intention to Continue Using Technology in the Post-COVID-19 Era: A Case Study of Oman
1 Introduction and Background
2 Theoretical Voices
2.1 Perceived Attitude
2.2 Perceived Usefulness
2.3 Perceived Ease of Use
2.4 Anxiety
2.5 Subjective Norms
2.6 Self-efficacy
3 Methods
3.1 Research Design
3.2 Participants
3.3 Instruments
3.4 Data Collection and Analysis
4 Lessons Learned
4.1 Quantitative Phase of the Study
4.2 Qualitative Phase of the Study
5 Discussion
6 Conclusion
References
Part IV Voices of Teacher Educators and Course Designers
24 Teacher Education and Professional Development: Prepping Educators for Emergency Education Through Project-Based Learning and Technology
1 Introduction
2 The Dilemma
3 Voices Already Heard
4 Methods
5 Lessons Learned
5.1 Activities to Set the Stage to Build on
5.2 Activities and Reflections
5.3 Planning to Integrate Technology into Curriculum and Lessons
5.4 Reflecting on Netiquette
5.5 Creating the Mission, Vision, Policies and Forms for the Education Setting
5.6 Prepping for Emergency Education Through Project-Based Learning and Technology
6 Conclusion
References
25 CALL Teacher Trainers’ Challenges and Coping Strategies: Voices from Vietnam
1 Introduction
2 Voices Already Heard
2.1 CALL Teacher Development and Challenges
2.2 CALL Teacher Trainers’ Coping Strategies
3 Methods
3.1 Design
3.2 Participants
3.3 Data Collection and Analysis
4 Lessons Learned
4.1 CALL Teacher Trainers’ Challenges
4.2 CALL Teacher Trainers’ Coping Strategies in Response to Challenges
5 Discussion
5.1 CALL Teacher-Related Challenges
5.2 CALL Teacher Trainers’ Coping Strategies
6 Conclusion
References
26 The Reality of CALL and IT Literacy in Under-Represented Contexts: The Case of EL@N, a TEFL Platform in Algeria
1 Introduction
2 CALL Teacher Education and Professional Development Concerns
3 Methods
3.1 Research Design
3.2 Participants
3.3 Data Collection
3.4 Data Analysis
4 Lessons Learned
4.1 Participant Observation
4.2 Document/Content Analysis (Critical Analysis of Designed Courses)
5 Discussion
5.1 Creation of the EL@N Platform for Training Designers to Operate on It
5.2 Trained for Online Course Design, Online Material Selection/Development, and Using Tools and Software
5.3 Introduce Teachers to Their New Role as Pedagogical Engineers Rather Than Mere Language Teachers
5.4 Continuous Professional Development, Feedback, and Cascading New Knowledge
6 Conclusion
References
Part V Voices of Researchers and Research
27 Professional Standards in CALL Teacher Training in Vietnam: Towards an Ecological Approach to CALL Integration
1 Introduction
2 Technology Standards and Under-Represented Contexts
3 The Under-Represented Context: Technology and Language Teaching in Vietnam
3.1 Regional Economic Integration and the Role of English Proficiency
3.2 Policy Background: Reforms in General Education (1996-Present)
3.3 Challenges in the Devolution of Autonomy to Educational Institutions
3.4 The National Foreign Languages Project 2020 (NFL)
4 Technologies and Educational Policy
4.1 Technologies and Education in Vietnam’s National Policy Framework
4.2 ICT in Foreign Language Teaching and Learning
5 Standards and Frameworks in Vietnamese EFL
5.1 ICT Standards at the Macro-, Meso-, and Micro-Levels
5.2 Teacher Education in ICT in English Language Teaching in Vietnam
5.3 Vignette: Pre-service Language Teacher Training at “Public University”
6 Context-Based Principles for Sustainable CALL Integration
6.1 The Problem
6.2 The Role of Macro-, Meso-, and Micro-Level Stakeholders in Policy Creation and Implementation
6.3 Principles for CALL Integration
7 Conclusion
References
28 CALL Teacher Education Models, Methods, and Theoretical Groundings: A Systematic Review of the Studies in Under-Represented Contexts
1 Introduction
2 Voices Already Heard
2.1 Language Education and CALL Teacher Preparation
2.2 CALL Professional Development Design
3 Methods
4 Lessons Learned
4.1 CALL PD Research Foci in Asia, the Middle East, and Africa
4.2 The Gaps
5 Conclusion
References
29 Exploring the Value of CALL Writing Theories in Bringing Under-Represented Research Contexts Out of the Darkness and into the Light
1 Introduction
2 Theory, Practice and Research
2.1 The Recursive Nature of Theory, Practice and Research
2.2 The Role of Theory in CALL
2.3 How the Relationship Between Theory, Practice and Research Helps Develop Research Literacy in ‘Under-Represented’ Contexts
3 Methodology
4 Lessons Learned
4.1 General Trends
4.2 An Overview of Theory Category Frequencies
4.3 A Critical Look at Researcher Practices with Each Theory Type
5 Discussion
5.1 Critical Questions to Ask Before Designing and Conducting a Study
5.2 Critical Questions to Ask During the Writing up of a Study for Publication
5.3 Critical Questions to Ask/Invite After the Writing up of a Study for Publication
6 Conclusion
References
30 Online Community of Practice on Facebook: A Case Study of EFL Teachers in Vietnam
1 Introduction
2 Voices Already Heard
2.1 Online Communities of Practices for Teachers
2.2 Facebook Froups as Online CoP for Teachers
3 The Study
3.1 Teach and Tech Facebook Group
3.2 Data Collection: Recording Posts’ Content and Interaction
3.3 Data Analysis: Analyzing Posts’ Content and Interaction
4 Lessons Learned
4.1 Themes of Posts on Teach and Tech
4.2 Purposes of Posting on Teach and Tech
4.3 Members’ Interaction on Teach and Tech
5 Discussion
6 Conclusion
References