CALL technology education for L2 teachers: Does it work?

Abstract

Primary issues concerned with CALL teacher education are in two folds: integration of CALL technology with teacher education program; and integration of CALL technology into the L2 classrooms. While increased attention has been paid to the former, there is a relatively small body of research on the latter. Although collective findings suggest the efficacy of CALL teacher education in the teacher education programs, L2 researchers and teacher educators are still challenged by L2 teachers’ integration of technology into the classrooms in relation to their prior education on technology. The present study seeks to address this gap in the literature. It investigates the relationship between L2 teachers’ prior experience on technology education, and their use of computer technology in the classroom. The data were collected from 200 (out of 454) secondary school L2 teachers across an entire county in a midwestern state in the U.S. The results show that L2 teachers with more technology education experience tended to use computer technology more frequently in their classrooms.