SUGGESTED SYLLABUS CONTENT FOR COMPUTER ASSISTED LANGUAGE LEARNING COURSE IN ENGLISH LANGUAGE TEACHING PROGRAMS

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dc.contributor.authorCesur, Kürşat
dc.contributor.authorYılmaz, Temel Serdar
dc.contributor.authorBorekcı, Rabia
dc.contributor.authorCan, Esma
dc.date.accessioned2025-01-27T20:01:12Z
dc.date.available2025-01-27T20:01:12Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractComputer-Assisted Language Learning has emerged as an indispensable part of foreign language teaching methodology nowadays because of the rise of the implementation of online teaching. Considering this, educating teacher trainees regarding CALL and its integration into language classrooms is of great importance. Thus, this study aimed to put forward topics for a sample CALL syllabus to be used in ELT departments. In the study, a mixed-method sequential exploratory research design was adopted. Initially, a thematic analysis of qualitative data, which consisted of 19 articles, 17 books, 15 university syllabi, and six Google documents, was carried out to come up with a list of possible CALL-related topics. Then, quantitative data were collected through a 24-item questionnaire that was administered to 146 ELT students. The most preferred CALL course topics in the documents analyzed were mainly related to the theoretical groundings of CALL and their historical developments (e.g., CALL approaches (behavioral, cognitive, socio-cognitive), Computer-mediated communication (CMC) in language learning & teaching, and History of CALL). On the other hand, the participant pre-service teachers were chiefly concerned with CALL teacher education, technological-pedagogical content knowledge, the role of teachers and learners in CALL, teaching language skills using CALL, feedback in CALL, and types of CALL applications & activities. These results showed that pre-service teachers preferred practical knowledge that they could use in their future teaching experiences, over theory-based knowledge. The conclusions, along with implications for practice and suggestions for future research, were also discussed at the end of the study.
dc.identifier.endpage810
dc.identifier.issn1301-370X
dc.identifier.issue3
dc.identifier.startpage795
dc.identifier.trdizinid1144709
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1144709
dc.identifier.urihttps://hdl.handle.net/20.500.12428/19995
dc.identifier.volume26
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofTürkiye Sosyal Araştırmalar Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TRD_20250125
dc.subjectBilgisayar Bilimleri
dc.subjectYazılım Mühendisliği
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.subjectBilgi
dc.subjectBelge Yönetimi
dc.subjectBilgisayar Bilimleri
dc.subjectTeori ve Metotlar
dc.subjectDil ve Dil Bilim
dc.titleSUGGESTED SYLLABUS CONTENT FOR COMPUTER ASSISTED LANGUAGE LEARNING COURSE IN ENGLISH LANGUAGE TEACHING PROGRAMS
dc.typeArticle

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