Exploring CALL technologies in pre-service teacher-training programmes and teaching practice experiences in Jamaica

• Oneil N Madden ^[1] ; Tyane Robinson ^[2]
  1. [1] University of Technology

     University of Technology

     Rusia

     
  2. [2] Sam Sharpe Teachers’ College, Jamaica
• Localización: EuroCALL 2025. Advancing CALL: New research agendas / Yazdan Choubsaz (dir. congr.), Paz Díez Arcón (dir. congr.), Ana Gimeno Sanz (dir. congr.), 2025, ISBN 978-84-1396-326-6, págs. 514-523
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • Computer-assisted language learning (CALL) is an understudied and underdeveloped field within Jamaican teachers’ colleges. Therefore, this study seeks to provide insights into pre-services teachers’ and teacher trainers’ exposure to and usage of CALL technologies in their academic and pedagogical practices. To achieve this, a case study was conducted among 10 secondary-level pre- service teachers of English, French, and Spanish at three institutions who responded to a questionnaire over a one-month period. Semi-structured interviews were also conducted among three teacher trainers. Findings show that most students deem themselves moderately digitally literate. Concerning their usage of CALL technologies, YouTube, PowerPoint presentations, and ChatGPT are among the primary tools used for academic and pedagogical purposes. Most students agree that their lecturers do not incorporate a lot of technology in their teaching, citing that they mainly rely on PowerPoint presentations. Although the majority of students agree that their bachelor’s degree programme has adequate courses in educational technology, there is considerable support for a CALL-focused course to enhance pre-service teacher preparation. Pre- service teachers and teacher trainers also note challenges with regard to technology integration in CALL environments, which include a lack of infrastructural support and fundamental technological equipment, as well as poor internet connectivity. The study has implications for curriculum development and training within the teachers’ colleges.