International Journal of Research in English Education

en The Effect of Computer-Assisted Language Learning Project (CALLP) on Yemeni EFL Student Teachers’ Perceived TPACK Self-Efficacy The Effect of Computer-Assisted Language Learning Project (CALLP) on Yemeni EFL Student Teachers’ Perceived TPACK Self-Efficacy تخصصي Special پژوهشي Research Though English Language Teacher Education Programs (ELTEPs) in Yemen offer two technology-related courses for EFL student teachers, they have not rendered a course for CALL as part of their curricula. Therefore, a pioneering initiative of Computer Assisted Language Learning Project (CALLP) was implemented to expose EFL student teachers to CALL concepts and skills. This quasi-experimental study aimed at examining the effect of CALLP on student teachers’ perceived self-efficacy using the EFL student teachers’ technological pedagogical content knowledge (TPACK)-for-EFL self-efficacy survey (known as TPACK-EFL). The study employed a one-group pre-test-post-test design and a mixed-method approach for collecting data from a sample of 400 EFL student teachers in four public universities across the country. The findings revealed that student teachers’ perceived TPACK self-efficacy significantly increased as a result of CALLP. Furthermore, the participants believed that the technology-related courses offered in their ELTEPs were not enough to prepare them well to use CALL in EFL instruction. Therefore, it was recommended that a CALL course should be integrated into ELTEPs to enhance student teachers’ CALL competency and to make them fit to harness CALL while teaching in the digital era.   Though English Language Teacher Education Programs (ELTEPs) in Yemen offer two technology-related courses for EFL student teachers, they have not rendered a course for CALL as part of their curricula. Therefore, a pioneering initiative of Computer Assisted Language Learning Project (CALLP) was implemented to expose EFL student teachers to CALL concepts and skills. This quasi-experimental study aimed at examining the effect of CALLP on student teachers’ perceived self-efficacy using the EFL student teachers’ technological pedagogical content knowledge (TPACK)-for-EFL self-efficacy survey (known as TPACK-EFL). The study employed a one-group pre-test-post-test design and a mixed-method approach for collecting data from a sample of 400 EFL student teachers in four public universities across the country. The findings revealed that student teachers’ perceived TPACK self-efficacy significantly increased as a result of CALLP. Furthermore, the participants believed that the technology-related courses offered in their ELTEPs were not enough to prepare them well to use CALL in EFL instruction. Therefore, it was recommended that a CALL course should be integrated into ELTEPs to enhance student teachers’ CALL competency and to make them fit to harness CALL while teaching in the digital era. computer-assisted language learning (CALL), English as a foreign language (EFL), pre-service teacher, self-efficacy change, student teacher, teacher education, teacher efficacy, teacher training, TPACK computer-assisted language learning (CALL), English as a foreign language (EFL), pre-service teacher, self-efficacy change, student teacher, teacher education, teacher efficacy, teacher training, TPACK, 14 40 http://ijreeonline.com/browse.php?a_code=A-10-724-1&slc_lang=en&sid=1 Mohialdeen Alotumi Mohialdeen Alotumi mohialdeen@gmail.com 10031947532846001942 10031947532846001942 Yes Department of English, Faculty of Languages, Sana’a University, Sana’a, Yemen Department of English, Faculty of Languages, Sana’a University, Sana’a, Yemen