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Prospective EFL Teachers’ Perceptions of Using CALL in the Classroom

CONCLUSION

The study presented the results of a case study with a mixed-method design addressing EFL PTs’ percep-
tions of using technology in their future practices to teach English in a foreign language setting. Using
technology has received tremendous amount of attention in the recent years (Chapelle, 2001; Chapelle,
2006; Levy & Stockwell, 2006). Although teachers are expected to use technology as an assistant tool
to the education, there is not a specific course offered to equip prospective teachers with the necessary
skills to use technology at the initial teacher education programs in Turkey. In addition to the lack of a
course in the curriculum of foreign language teacher education programs in Turkey, the extent to which
the instructors are using technology and incorporating technological resources to their instruction has
been addressed in the current foreign language teacher education context in Turkey.
Considering the limited number of cases presented in the study, the findings may not be generalized
to all foreign language teacher education programs. Despite this fact, the findings of the study add to
the foreign language teacher education literature by providing insights of the prospective EFL teachers’
attitudes and perceptions of using technology and CALL resources in their future practices.

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