Abstract

Computer literacy is a significant component of language teachers’ computer-assisted language learning (call) knowledge. Despite its importance, limited research has been undertaken to analyze factors which might influence language teachers’ computer literacy levels. This qualitative study explored the perspectives of 39 Iranian efl teacher trainers on possible challenges to EFL teachers’ computer literacy development. The findings suggest that the teacher trainers considered the role of computer literacy as important in efl teachers’ professions. The teacher trainers reported a couple of challenges to EFL teachers’ development of computer literacy as well as measures to eliminate the effects of these challenges. In addition, the trainers did not have sufficient computer knowledge to prepare efl teachers for teaching in call courses. The findings further indicated that the participants perceived that EFL teachers need to be trained for developing their computer literacy. However, the trainers did not have consensus on including computer literacy training for teachers in mainstream teacher training programs. Finally, computer skills related to using the Internet and language teaching software tools were regarded as necessary for EFL teachers to acquire. The study would have implications for the improvement of mainstream teacher training programs in Iran and other countries.

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