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Prospective EFL Teachers’ Perceptions of Using CALL in the Classroom

teachers for this purpose. He pointed out that “teacher preparation programs must thus look beyond the
mere teaching of today’s software and skills to ensure that teachers can act autonomously to upgrade
their knowledge and be able to apply new technologies to their teaching in a timely manner” (p. 335).
Stockwell (2009) believed that CALL is not something to learn in a course or training, but instead,
it is a process in which the teachers should develop themselves continuously. Although he provided a
professional development workshop for the part-time teachers working at a private university in Tokyo,
he found out that there was a need for autonomous teachers who could choose their tools for their classes,
educate themselves continuously. Moreover, he claimed that the success in CALL was mostly dependent
on the age of the participant and the available resources for the teachers. If the teacher could not find
enough resources, he could easily give up CALL. The institutions and teacher training programs should
guide these teachers in the field of CALL.
Finally, the importance of CALL integration was touched upon by Kılıçkaya and Seferoğlu (2013)
and some teacher education programs started to offer some courses related to CALL tools for the future
teachers. They stated that “recognition of the importance of ICT curriculum integration has already oc-
curred, and most teacher education programs have introduced courses in ICT for future teachers” (p.22-23).
Within this framework, this study was designed to find out the attitudes of prospective teachers of
English towards the use of CALL tools and their intentions to use technology in their future classes.
The results of the study will give insight into the future use of technology by the pre-service teachers
and provide data for the curriculum designers of teacher preparation programs.

METHODOLOGY

This study follows a mixed-method approach as it includes both qualitative and quantitative nature of
data collection and analysis procedures (Creswell, 2003). The participants were given an adapted sur-
vey and a representative group of participants were interviewed during the data collection process. The
collected data were analyzed by means of content analysis and the results of the survey were reported
in terms by means of descriptive statistics. Drawing on the proposed framework, the study addressed
PTs’ perceptions of using CALL and the possibility of adapting CALL resources into their future EFL
teaching practices.

Participants

This study was carried out at the Department of Foreign Language Education, Abant İzzet Baysal Uni-
versity in Bolu, Turkey. The study group was composed of junior and senior prospective teachers of the
department and the approximate number of enrolled prospective teachers is 150. An online survey was
employed through Google Forms. The return rate of the survey is 70%.
The prospective teachers enrolled in the EFL teacher education program have not taken a course
related to the use of technology in their curriculum. The reason for excluding freshman and sophomore
is that with the beginning of the 2014-2015 academic year, the junior prospective teachers began to take
practice related course where they find the chance to explore their teaching practices through macro-
teachings. The senior group of the participants is enrolled in practice teaching and has the chance to
actualize their teaching practices. The senior group of prospective teachers also has the chance to practice

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