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Prospective EFL Teachers’ Perceptions of Using CALL in the Classroom

3. What are the factors that will facilitate and/or inhibit prospective EFL teachers’ use of CALL in
their future teaching practices?
4. What are their expectations from the teacher education department in terms of introducing CALL
resources in the teacher education curriculum?

BACKGROUND OF THE STUDY

The literature in CALL field has concentrated on the theoretical foundations of CALL, the effectiveness
of the CALL tools mainly, however, some researchers (Volman, 2005; Chapelle, 2006; Kessler, 2006;
Robb, 2006; Drent & Meelissen, 2008; Stockwell, 2009; Kılıçkaya & Seferoğlu, 2013) mentioned the
need for CALL training in the language teacher education programs as the prospective teachers are ex-
pected to use CALL tools effectively in and after their classes. According to them, the teacher education
programs should prepare these prospective teachers for the technologically equipped classrooms and for
the classrooms of the digital age.
Volman’s (2005) carried out a study with 13 interviewees and asked to discuss upon some predeter-
mined themes varying from the expected competencies of the teachers to the new roles of the teachers
in teaching profession. At the end of the study, the discussions were transcribed and analyzed. As the
result of the study, the changing role of the teacher was also mentioned and summarized as the role of
teachers, however, will become more complex rather than simpler. Teachers must know what programs
are available that are suitable for their students’ individual needs and keep abreast of this. They are the
‘arrangers’ of students’ learning processes: they bring together the educational tools and set them up
in a particular way. In addition, they fulfill the role of instructor, trainer, coach, advisor, consultant and
assessor.
As mentioned here, the teacher is expected to know what programs are available for their students.
In other words, they should competent enough to evaluate the tools on the Internet and bring them into
their classrooms and this is only possible with a training in teacher education programs.
The same point was also expressed by Chapelle (2006) as “second-language teachers today need
to be able to choose, use, and in some cases, refuse technology for their students” (p. vii). In order to
refuse a technology, a teacher should be aware of the potential tools that could be used in teaching a
foreign language. In case of a disadvantageous position, they should provide an alternative tool or an
alternative activity as well.
Kessler (2006) studied with 240 graduates of master’s program. He collected data through a survey,
interviews and focus groups. At the end of the study, he went beyond just selecting or refusing the tool
and mentioned the appropriate methodology and practices. According to him, teachers should be aware
of the CALL methodology and even its history and stated that “CALL use is becoming more prevalent
within language programs, particularly as programs gravitate toward the web. Teachers need to become
more proficient in their understanding of CALL methodology, practices, history and possibilities.” (p.
35). While using the CALL tools in language classrooms, teachers should know which tool is appropriate
for the context of the classroom and which tool serve the objectives of the course.
Robb (2006) also cited the importance of teacher training; however, he specifically mentioned the pre-
service teachers rather than in-service training. He claimed that teachers should autonomously improve
themselves and teacher preparation programs should provide some opportunities with these pre-service

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