CALL Teacher Education and L2 Teachers’ Use of Technology

Previous studies on the efficacy of CALL (Computer-Assisted Language Learning) teacher education suggest that L2 teachers’ technology integration is multi-dimensional. Although the findings contribute to our understanding of the relationship among the factors involved in the process of L2 teachers’ technology integration, there is little empirical research that investigates more systematically the effect of CALL teacher education by simultaneously examining the interrelation among the factors in the process. The purpose of the present study is to fill this lacuna in the literature. Through path analysis, this study presents the results of data from 200 L2 teachers working in secondary public schools across an entire county in a Midwestern state of the United States. The findings show that L2 teachers’ use of CALL technology in the classroom is affected by the teachers’ prior CALL teacher education experience, even if other factors also influence, directly or indirectly, L2 teachers’ use of computer technology.