Since teachers are the most responsible ones for integrating technology into their online teaching practices, understanding their attitudes and beliefs is of great importance. This study thus investigated pre-service English as a Foreign Language (EFL) teachers' attitudes and perceived challenges of teaching online language courses. To this end, a…

This article describes the design and implementation of a training model on Multimodal Mobile-Assisted Language Learning (M-MALL) for EFL pre-service (PSTs) teachers. Albeit EFL teachers' positive attitude towards technology integration into language teaching, they may still lack guidance and support on how to implement mobile technologies in…

In this study, we aimed to integrate the flipped classroom model into "Advanced Reading and Writing" course and to investigate the effect of the flipped classroom model on pre-service English language teachers' foreign language classroom anxiety (FLCA) and foreign language reading anxieties (FLRA). This study involved two groups (34 in…

This study is situated in the context of a design-driven master's-level course at a Finnish university where pre-service teachers (PSTs) planned and carried out an online English learning project for 11- to 12-year-old pupils in two schools. During the working process, the PSTs needed to rethink their perceptions of technology-mediated language…

Despite the growing popularity of corpus linguistics among researchers in recent decades, a corpus-based approach remains largely unknown to most teachers in primary and secondary schools. Drawing on Shulman's concept of pedagogical content knowledge, this study differentiated between two key terms -- corpus literacy and corpus-based language…

Although a plethora of research has been conducted on written corrective feedback and timing of feedback in various teaching and learning contexts, there is a paucity of research on learners' preferences regarding different online written corrective feedback. Such a lacuna becomes prominent in EFL contexts, especially in grammar classes, where…

This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers' intention to use educational technology in their future classrooms. Six relevant…

The use of corpora for the purposes of language teaching and learning, commonly known as "data-driven learning" (DDL), is gaining popularity across a range of CALL contexts. However, how trainee teachers attempt to develop the technological, pedagogical and content knowledge (TPACK) to integrate corpus tools and DDL pedagogy into…

The aim of this study is to suggest and test a CALL syllabus designed in accordance with the TESOL Technology Standards for Language Teachers in terms of its efficiency and possible effects on English Language Teacher Education (ELTE) students' ICT competencies acquisition. Employing both quantitative and qualitative data collection instruments,…

This article presents the development and validation of the Pre-Service EFL Teachers' Motivational Beliefs about Instructional Use of Technology scale (PTMB-EFL) using a randomly split sample. Confirmatory factor analysis supported a 23-item six-factor structure of the PTMB-EFL generated from exploratory factor analysis. Significant correlations…

This paper reports the results of three independent qualitative case studies that examined interactions with feedback as L2 listeners worked in self-regulated environments. Data on high-intermediate learners of English were collected from case studies conducted in Australia, Colombia and Chile. Results show that L2 listeners across case studies…

The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were…

Increase in diversified teaching contexts has led researchers to investigate the potentials of telecollaboration in multicultural learning environments. While there are abundant telecollaboration studies, improving intercultural awareness through a theoretical model is usually under-investigated. Based on Byram's (1997) co-orientational and…

This study examined the online exchanges of 28 pre-service foreign language teachers (14 in Russia, 14 in the US) as they discussed in English their opinions about cultural products, practices, and perspectives, and their study abroad experiences via voice-based telecollaboration. Informed by intercultural competence frameworks, a qualitative…

Integrating technology into the foreign language classroom has introduced challenging demands for prospective teachers in designing technology-enhanced lessons. Thus, careful guidance is required to help pre-service teachers identify, integrate, and reflect on appropriate technologies to create more learning opportunities. The present study aims…