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Abstract

This study investigated and identified the common computer-assisted language learning (CALL) teacher training types in the Iranian private language schools (PLSs), and their effectiveness in shaping and encouraging teachers’ use of new technologies. An exploratory mixed method approach was employed, and a total of 86 Iranian EFL (English as a foreign language) teachers participated in this study. The results indicated that teachers were primarily self-trained, in the absence of comprehensive CALL training provided by either PLSs or teacher training courses offered at university level. It was concluded that self-training had resulted in subsequent sporadic and non-systematic use of CALL by teachers.

Item Type:	Article
Authors/Creators:	Hedayati, M and Reynolds, B and Bown, A
Keywords:	language teacher training, computer-assisted language learning, English as a foreign language, professional development
Journal or Publication Title:	Journal of Language Teaching and Research
Publisher:	Academy Publication Co., Ltd
ISSN:	1798-4769
DOI / ID Number:	10.17507/jltr.0906.02
Copyright Information:	Copyright 2018 Academy Publication
Related URLs:	Google Scholar: Reynolds, B UTAS Profile: Reynolds, B Google Scholar: Bown, A UTAS Profile: Bown, A
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