The attitudes of student-teachers to the perceived usefulness of CALL in initial teacher education

Louise Hanna, David Barr

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

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The attitudes of student-teachers to Computer Assisted Language Learning (CALL) remains an under-explored topic in research literature. This mixed-methods study engaged student-teachers in focus group discussions at commencement and completion of Initial Teacher Education (ITE). These student-teachers were situated across England, Scotland, Wales, and Northern Ireland. Student-teachers’ beliefs regarding the perceived value of CALL experienced a considerable transformation between initial and follow-up focus group interactions. Beginning student-teachers collectively portrayed CALL in a complimentary light, with 67.5% of participant dialogue positively coded via thematic analysis. This contrasts with follow-up student-teacher discourse, where only 38.55% of nodes in NVivo were positively coded. Overall, belief changes were most marked for positive categories of CALL. Thus, maintaining optimistic opinions to CALL could be a worthwhile endeavour to promote student-teacher acceptance of digital technologies in language learning.
Original languageEnglish
Title of host publicationIntelligent CALL, granular systems and learner data: short papers from EUROCALL 2022
Number of pages6
Publication statusPublished online - 12 Dec 2022
Event2022 EUROCALL conference - Vigdís Finnbogadóttir Institute for Foreign Languages, the University of Iceland, and the Árni Magnússon Institute for Icelandic Studies, Reykjavik, Iceland
Duration: 17 Aug 202219 Aug 2022


Conference2022 EUROCALL conference


  • CALL
  • student-teachers
  • perceived usefulness
  • attitudes


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