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Prospective EFL Teachers’ Perceptions of Using CALL in the Classroom

The interview protocol of the study was as follows;

• What do you think about technology resources? Can you name any resources/tools to be used in
ELT classrooms?
• Have you ever observed a teacher/an instructor using CALL resources in their classroom?
• Have you ever used any of the resources in your teaching practices [refer to your macro teachings
at the department or at the schools?
• What do you think of using technology resources within an English language classroom
environment?
• Do you think your existing skills in technology will be enough to integrate into your future lan-
guage teaching practices?
• Would you use technological tools in your future English language classrooms? Why or why not?

Data Collection and Analysis Procedures

The validation of the both data collection tools were reviewed by three experts in the field. For the com-
prehensiveness, clarity of the wording and organization of the data collection tools. The three experts
who had solid background in the field of foreign language teacher education, were invited to conduct a
think aloud procedure (Dillman, Smyth & Christian, 2014) to discuss the content and applicability of
data collection tools.
During the implementation of the survey, the participant group was sent a link of the Google forms
and asked to fill in the form within a week time.
Data analysis procedures composed of reliability and frequency analysis of the quantitative data in
addition to content analysis of the qualitative data. The descriptive statistics of the survey results were
also examined in the content analysis of the interviews. Thus, content analysis of the interviews pro-
vided the necessary insights to examine the perceptions of the prospective EFL teachers’ use of CALL
resources in their future teaching practices.

RESULTS

The first section of the survey was the demographics of the participants. In Table 1, the demographics
of the participants who participated in the study were presented. As seen in Table 1, the PTs (N=106)
participated in the study were at the junior year (N= 51), at the senior year (N=47) and irregular PTs
(N=8) who has spent more than four years in the program. The female participants (N=69) of the study
constitute the 65% whereas the male participants (N=37) were the 35% of the study participants. The
range of the group was 18 to 24+. The majority of the participants were at the range of 20-21 (N=73)
which was the 69% of the participants.
The second section of the survey focused on the attitudes and perceptions of PTs’ use of CALL in
EFL classes. In order to analyze the descriptive statistics of the survey, first a reliability analysis was
conducted. Rather than investigating the factor affecting the use of technologies in the classroom, the
study in hand focused on addressing the needs of the department where the study was conducted and

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