Tai, S. (2013). From TPACK-in-action workshops to English classrooms: CALL competencies developed and adopted into classroom teaching (Publication No. 3597398) [Doctoral dissertation, Iowa State University]. ProQuest Dissertations & Theses Global.

Abstract:

“As researchers in the CALL teacher education field noted, teachers play the pivotal role in the language learning classrooms because they are the gate keepers who decide whether technology or CALL has a place in their teaching, and they select technology to support their teaching, which determines what CALL activities language learners are exposed to and how learners use them (Hubbard 2008). While a considerable amount of research related to CALL teacher education has focused on teachers’ attitudes, beliefs, and confidence regarding CALL (e.g., Kamhi-Stein, 2000; Kassen & Higgins, 1997; Lam, 2000; Peters, 2006; van Olphen, 2007), there are very few studies that have investigated the impact of CALL teacher education programs (Desjardins & Peters, 2007; Hegelheimer, 2006; Kessler, 2007; Kilickaya, 2009). These studies reported that teachers confirmed their learning and adoption of CALL into their classroom teaching; however, the findings are based on self-report data, which are insufficient for capturing actual classrooms CALL integration. Citation reproduced with permission of ProQuest LLC. Abridged abstract reproduced with the permission of ProQuest LLC. Full text available at URL below.”