Digital Language Teaching 5.0, a new language teaching paradigm that applies the digital pedagogies and technologies of the fifth Industrial Revolution (Industry 5.0), is expected to transform the English language teaching and learning landscape soon, as the world continuously seeks innovative solutions to the educational challenges brought by the…

The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the competencies for developing and implementing successful teaching. There were 280 participants in the study. The results of the study indicate that teachers'…

The student teaching semester affords teacher candidates the chance to apply what they have learned during their teacher preparation coursework. Therefore, it can be a prime opportunity for student teachers to use technology for their own language learning and to implement computer assisted language learning (CALL) in their instruction. This study…

This study investigated the impact of a CALL teacher education workshop guided by the TPACK-in-Action model (Tai, 2013). This model is framed within Technological Pedagogical Content Knowledge (TPACK, Mishra & Koehler, 2006) and advocates a learning-by-doing approach (Chapelle & Hegelheimer, 2004) to understand how English teachers develop…

This article describes quantitative and qualitative data providing perspectives on how six English as a Foreign Language (EFL) vocational high school teachers perceived CALL knowledge and competencies in a yearlong technology-enriched professional development program. The teachers' developing technological pedagogical content knowledge (TPACK) and…

This article begins with a comparison of two groups of teachers, working on the same tasks in Analytic Geometry. One group has only basic experience in CAS-assisted problem solving, and the other group has extensive experience. The comparison is discussed in terms of the interplay between reflection, operative knowledge and execution. The findings…

The study investigated the efficacy of prospective teachers authoring and using their own online learning designs as a means of creating links between theory classes and their teaching practicum. Trainee primary and secondary teachers adopted an exemplary, well-researched learning design to inform their own specific task designs, and used them in…