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The impact of computer-assisted language learning training on teachers’ practices


Hedayati, M and Reynolds, B and Bown, A, The impact of computer-assisted language learning training on teachers' practices, Journal of Language Teaching and Research, 9, (6) pp. 1127-1137. ISSN 1798-4769 (2018) [Refereed Article]

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Copyright 2018 Academy Publication

DOI: doi:10.17507/jltr.0906.02


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 Details

Item Type:Refereed Article
Keywords:language teacher training, computer-assisted language learning, English as a foreign language, professional development
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:LOTE, ESL and TESOL curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Hedayati, M (Mr Mohsen Hedayati)
UTAS Author:Reynolds, B (Dr Bronwyn Reynolds)
UTAS Author:Bown, A (Dr Andy Bown)
ID Code:129061
Year Published:2018
Deposited By:Education
Deposited On:2018-11-07
Last Modified:2019-08-28
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