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Prospective EFL Teachers’ Perceptions of Using CALL in the Classroom

Table 1. The demographics of the participants

Variables n %
Gender Male 37 34.9
Female 69 65.1
Age 18-19 1 . 9
20-21 73 68.9
22-23 21 19.8
24+ 11 10.4
Year at the department 3 51 48.1
4 47 44.3
4+ 8 7.5

address the perceptions and attitudes of the PTs with regards to the use of CALL resources. Therefore,
descriptive statistics were calculated and reported. The reliability of the scale was found high in the
analysis (23 items, α=. 952). After conducting the reliability analysis for the required items, descriptive
statistics focusing on the mean and standard deviation of the items were analyzed. The items were listed
according to descending values of the analysis (see Table 2).
According to the descriptive analysis of the scale, PTs agreed on the statement that using technol-
ogy is a good idea (M=6.67), and they referred to their future plans as they plan to use technology in
their future classrooms (M=4.65) because they believed that technology will be useful in their English
language teaching practices (M=4.55). According to the descriptive statistics, PTs believed that they
feel comfortable using technology in an English language classroom (M=4.22) and reflected on their
intentions to use technology as soon as they start teaching English (M=4.31).
In terms of PTs confidence of using technology in their future classrooms, PTs believed that they
could easily use technology on their own in the classes (M=4.24) and they feel that technological tools
will be easy to use in an English language classroom (M=4.22). Similarly, PTs highly believed that
incorporating technology in their future English language classroom will be easy (M=4.10). By look-
ing at the overall results, PTs beliefs about the usefulness of the technology tools in the classroom were
higher than their confidence in figuring out the ways of using technology in their classes. For instance,
PTs referred to their knowledge of using technology in an English language classroom (M=3.87) was
lower than their belief that technology is a good idea (M=4.67).
PTs not only asked to refer to their confidence and opinions in using technology in the classrooms,
they also referred to the extent to which they think that their students will benefit from incorporating
technology into the classrooms. According to the descriptive of the scale, PTs have high expectations
from using technology in their classrooms in terms of its potential to help students to learn more about
the topic of the lesson (M=4.17), improve the students’ satisfaction with the course (M=4.37), improve
students’ evaluation of the topic of the lesson (M=4.17), improve students’ grades (M=4. 12) and learn
better (M=4.36).

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