Teachers' perspectives are critical to the implementation of mobile-assisted language learning, particularly smartphone-assisted English language learning (SAELL), but have received scant scholarly attention. This study focuses on teachers' perspectives, examining their changing perceptions of and readiness for SAELL in the context of post-COVID…

This study was conducted to examine the effects of training in Information Communication Technology-assisted (ICT-assisted) English language teaching on secondary school English language teachers' pedagogical knowledge and English language proficiency. To achieve this goal, a one-group within-subject quasi-experimental design was utilized.…

This study aims to describe Indonesian EFL teachers' perceived perspective and self-efficacy in EFL teaching using ICALL, reveal the prominent factor influencing each variable, and examine the effect of the perceived perspective on their self-efficacy. This study used a cross-sectional survey design with a quantitative approach. There were 284…

This investigation utilized a phenomenological approach to investigate the experience of English language educators in employing artificial intelligence (AI) tools into English language learning. The study used purposive sampling and 20 participants were interviewed. The data analysis was guided by Bronfenbrenner's (1979) ecological systems…

The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable.…

Digital technology plays a crucial role in modern second/foreign language education. Enormous changes in technology and the growing emphasis on 21st century skills raise a concern about English as a foreign language (EFL) teachers' competencies in computer-assisted language learning (CALL) more than ever. In response to the mounting concern, this…

Despite a consensus that technologies facilitate English as a Foreign Language (EFL) teaching, Chinese EFL teachers are not using technologies at the optimal level of expectation. To address the problem of ineffective technology use, this study purports to delineate the interactions among three teacher internal variables (i.e., Technological…

English teachers in Vietnam have integrated technology in education for the past several years, particularly those who are working in the private sector. Regardless of the high number of Vietnamese teachers working in this sector, how they perceive technology integration and how important it is to their professional development have not yet been…

A case study comprising of 30 instructors of higher education institutions in Eritrea, as study sample, has been carried out for investigating their readiness to integrate Technology-aided Pedagogy and Content (TPC) in teaching-learning process. Study participants were selected from Eritrea Institute of Technology (EIT) by using a blind-fold…

The technology works as a catalyst through which many changes occur in the learning approaches, teaching methodologies, research arena, in the work environment and in the use of information and knowledge. Helping students to learn using technological tools rather than using conventional techniques has become more popular in the 21st century in…

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…

Computer-assisted language learning (CALL) is an emerging field of research that focusses on how information and communication technologies (ICT) are applied in language teaching and learning. CALL lies at the intersection of several other independent fields of study, i.e. technology, education, and linguistics. The aim of this study is to…

Teaching with technology is considered a necessity in the U.S. mathematics classroom. However, few studies have established explicit considerations to support technology-enhanced student achievement. The purpose of this study was to characterize the effectiveness of technology in the mathematics classroom by systematically reviewing meta-analytic…

Despite their importance, teacher's manuals (TM) have never drawn much attention in language teaching research, and therefore they have not been researched from the perspective of pronunciation teaching. It may be that they have not been perceived as having a role more than being an answer key for student materials (Sheldon, 1987). However, TMs…

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this…