Abstract

The spread of computer-assisted language learning (CALL) in L2 pedagogy has asked for training professional teachers who can integrate CALL in L2 pedagogy. Hence, the current study investigated the role of a CALL teacher preparation program in developing EFL teachers’ professional identity. To that end, two EFL teachers participated in a blended CALL teacher preparation program in which the approaches, syllabi, and process of actual CALL teacher education programs were implemented. Through project-based instruction, EFL teachers learned how to bridge the theory and practice of CALL in their classes for eight months. The data sources were the teachers’ interactionally-oriented narratives and the reports of CALL practices in their classrooms. To examine EFL teachers’ professional identity development after participating in the program, the researchers analyzed the narratives based on the 3ATIF framework (Werbinska, 2016), including three components: affiliation, attachment, and autonomy. Teachers’ professional identity comprises these components. Teachers’ narratives were analyzed using a dialogic and performance analysis. The findings showed that CALL teacher preparation programs might have a constructive role in developing EFL teachers’ professional identity. The findings also indicated that EFL teachers’ willingness to become CALL-oriented teachers developed after participating in CALL teacher preparation programs. Moreover, their tendency toward integrating CALL in L2 pedagogy was enhanced while participating in the CALL teacher preparation program. Furthermore, they recognized CALL as a platform to develop their autonomy. It can be concluded through the findings of this study that CALL teacher preparation programs can motivate the EFL teachers to integrate what they obtain from the programs in their teaching.

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