Development of Computer-Assisted Language Learning Literacy Framework for Foreign Language Teachers
Saved in:
| Title: | Development of Computer-Assisted Language Learning Literacy Framework for Foreign Language Teachers |
|---|---|
| Language: | English |
| Authors: | Dara Tafazoli |
| Source: | Online Learning. 2025 29(1):32-59. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Assisted Instruction, Language Teachers, Second Language Instruction, Instructional Development, Technology Uses in Education, Foreign Countries, Higher Education, College Second Language Programs, Digital Literacy, Teaching Methods, Cognitive Processes, Communication Skills, Multicultural Education, Creativity, Cultural Awareness |
| Geographic Terms: | Iran |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | The burgeoning interest in integrating technology into language education has necessitated language teachers to enhance their competencies and literacies. Consequently, a pressing need arises for a framework tailored to meet teachers' evolving requirements. To address this imperative, I conducted two studies within two distinct teaching contexts. The first study, a phenomenological inquiry, entailed interviews with 12 foreign language teachers in Iranian higher education. Its objective was to delineate the principal components of the computer-assisted language learning (CALL) literacy framework along with its influential factors. Subsequently, the second study aimed to validate the emergent framework from the initial inquiry. This validation was accomplished by utilizing the Delphi method involving ten Persian language experts. The findings elucidated that CALL literacy manifests as a dynamic interplay between language literacy, teaching literacy, and digital literacy. Moreover, influential factors affecting teachers' CALL literacy were identified to encompass academic degrees and qualifications, cognitive abilities, communicative competence, intercultural competence, managerial competence, creativity, and cultural responsiveness. Importantly, these factors were observed to be intricately nested within the contextual milieu. The implications drawn from these findings extended to both language teachers and teacher educators, offering valuable insights into the cultivation and enhancement of CALL literacy within educational settings. [Note: The page range (32-57) shown on the PDF is incorrect. The correct page range is 32-59.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465005 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEAUysEcdI9Yfr9-t37lPK8AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGSH1-J401R-5i4QDgIBEICBmymUAG4HFbg4DpG8T4laZZSG05VuknBBj5axCodLiV5TpC9G7Uh7go9Gxa6HHrVXwY1tYA8DB41b1r485dgey5yw-LOgsVMSEhmuEK3GwwKEFMBKHfi_fZzFgZ7aqUcve8_m_2RuI5CoKtcF90y32Q172x2LJ_khqKnr2qtlDiMdrdtSJLkw0XiBOiTpw0waoxUqn0lgQ2TiRlFd Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1465005 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1465005 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Development of Computer-Assisted Language Learning Literacy Framework for Foreign Language Teachers – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dara+Tafazoli%22">Dara Tafazoli</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2025 29(1):32-59. – Name: Avail Label: Availability Group: Avail Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 28 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Second+Language+Programs%22">College Second Language Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2472-5749<br />2472-5730 – Name: Abstract Label: Abstract Group: Ab Data: The burgeoning interest in integrating technology into language education has necessitated language teachers to enhance their competencies and literacies. Consequently, a pressing need arises for a framework tailored to meet teachers' evolving requirements. To address this imperative, I conducted two studies within two distinct teaching contexts. The first study, a phenomenological inquiry, entailed interviews with 12 foreign language teachers in Iranian higher education. Its objective was to delineate the principal components of the computer-assisted language learning (CALL) literacy framework along with its influential factors. Subsequently, the second study aimed to validate the emergent framework from the initial inquiry. This validation was accomplished by utilizing the Delphi method involving ten Persian language experts. The findings elucidated that CALL literacy manifests as a dynamic interplay between language literacy, teaching literacy, and digital literacy. Moreover, influential factors affecting teachers' CALL literacy were identified to encompass academic degrees and qualifications, cognitive abilities, communicative competence, intercultural competence, managerial competence, creativity, and cultural responsiveness. Importantly, these factors were observed to be intricately nested within the contextual milieu. The implications drawn from these findings extended to both language teachers and teacher educators, offering valuable insights into the cultivation and enhancement of CALL literacy within educational settings. [Note: The page range (32-57) shown on the PDF is incorrect. The correct page range is 32-59.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1465005 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1465005 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 32 Subjects: – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Language Teachers Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Instructional Development Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Higher Education Type: general – SubjectFull: College Second Language Programs Type: general – SubjectFull: Digital Literacy Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Cognitive Processes Type: general – SubjectFull: Communication Skills Type: general – SubjectFull: Multicultural Education Type: general – SubjectFull: Creativity Type: general – SubjectFull: Cultural Awareness Type: general – SubjectFull: Iran Type: general Titles: – TitleFull: Development of Computer-Assisted Language Learning Literacy Framework for Foreign Language Teachers Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dara Tafazoli IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2472-5749 – Type: issn-electronic Value: 2472-5730 Numbering: – Type: volume Value: 29 – Type: issue Value: 1 Titles: – TitleFull: Online Learning Type: main |
| ResultId | 1 |
