Digital Language Teacher Professional Development from a CALL Perspective: Perceived Knowledge and Activeness in ECCR

Abstract

Using the digital language teacher development framework, this study explores the digital language teacher professional development from a CALL perspective. Its goal is to look at language instructors' perceived knowledge and activeness in digital exploration, communication, collaboration, and reflection. Fourteen English teachers were approached and consented to take part in the research. The study used an online self- evaluation survey and semi-structured focus group interviews to gather their perspectives on developing their digital literacy skills based on the ECCR model. A thematic analysis was used to sort out the themes and sub-themes that emerged from the interview data transcriptions. As a result, the research highlights the gaps between what teachers know, think, and believe and what they do in their digital practices. However, self-determination in exploring digital technologies (e.g., amotivation, intrinsic, and extrinsic impetus) also impedes language instructors' adoption of CALL technology. The implication of this study calls for the inclusion of digital motivation and awareness in CALL teacher education, continuing professional development, and critical pedagogy in digital literacy development.