The Effect of Computer-Assisted Language Learning Project (CALLP) on Yemeni EFL Student Teachers’ Perceived TPACK Self-Efficacy

Though English Language Teacher Education Programs (ELTEPs) in Yemen offer two technology-related courses for EFL student teachers, they have not rendered a course for CALL as part of their curricula. Therefore, a pioneering initiative of Computer Assisted Language Learning Project (CALLP) was implemented to expose EFL student teachers to CALL concepts and skills. This quasi-experimental study aimed at examining the effect of CALLP on student teachers’ perceived self-efficacy using the EFL student teachers’ technological pedagogical content knowledge (TPACK)-for-EFL self-efficacy survey (known as TPACK-EFL). The study employed a one-group pre-test-post-test design and a mixed-method approach for collecting data from a sample of 400 EFL student teachers in four public universities across the country. The findings revealed that student teachers’ perceived TPACK self-efficacy significantly increased as a result of CALLP. Furthermore, the participants believed that the technology-related courses offered in their ELTEPs were not enough to prepare them well to use CALL in EFL instruction. Therefore, it was recommended that a CALL course should be integrated into ELTEPs to enhance student teachers’ CALL competency and to make them fit to harness CALL while teaching in the digital era.

Keywords:

computer-assisted language learning (CALL) , English as a foreign language (EFL) , pre-service teacher , self-efficacy change , student teacher , teacher education , teacher efficacy , teacher training , TPACK , computer-assisted language learning (CALL) , English as a foreign language (EFL) , pre-service teacher , self-efficacy change , student teacher , teacher education , teacher efficacy , teacher training , TPACK