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The study investigates United States K–12 foreign language student teachers’ use of and beliefs about CALL technologies through four guided research questions. Responses from 71 participants show limited pedagogical preparedness and a restricted technology repertoire, with 87.5% identifying as novice or intermediate, informing recommendations for teacher education.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-teachers-and-call-personal-and-pedagogical-uses-and-beliefs/595688/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-teachers-and-call-personal-and-pedagogical-uses-and-beliefs/595688.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What research questions guide the investigation?","Question",{"text":112,"@type":113},"The study addresses how student teachers use CALL for personal language learning, what they believe about that personal use, how they use CALL pedagogically, and what they believe about teacher preparation in CALL.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},595688,1792160787,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico journal (online) issn 2056–9017  \nArticle  \nStudent Teachers and CALL: Personal and Pedagogical Uses and Beliefs  \nAnne Cummings Hlas1, Kelly Conroy2,and Susan A. Hildebrandt3  \nAbstract  \nThe student teaching semester affords teacher candidates the chance to apply what they have learned during their teacher preparation coursework. Therefore, it can bea prime opportunity for student teachers to use technology for their own language learning and to implement computer assisted language learning (CALL) in their instruction. This study explores United States K–12 foreign language (FL) student teachers’ use of and beliefs about CALL technologies. Four research questions guide this study: (a) How are FL student teachers using CALL for personal language learning (if at all)? (b) What do FL student teachers report they believe about their own personal language learning using CALL? (c) How are FL student teachers using CALL pedagogically (if at all)? (d) What do FL student teachers report they believe about their teacher preparation in CALL? Data from 71 respondents suggest FL student teachers do not feel well prepared to use CALL technologies pedagogically and that they have a limited repertoire of technology resources. Approximately 87.5% of these student teachers self-report their knowledge of CALL technologies as novice or intermediate. This article examines the virtues and shortcomings of FL student teachers’preparation and use of CALL, offering suggestions for FL teacher education.  \nKeywords: technological pedagogical content knowledge, student teachers, technology, teacher beliefs  \nAffiliations  \n1University of Wisconsin Eau Claire.  \nemail: [hlasac@uwec.edu](hlasac@uwec.edu)  \n2Metropolitan State University of Denver.  \nemail: [kconroy5@msudenver.edu](kconroy5@msudenver.edu)  \n[3](3Illinois State University)[Illinois State University](3Illinois State University).  \nemail: [shildeb@ilstu.edu](shildeb@ilstu.edu)  \ncalico journal vol 34.3 2017 336–354 [https://doi.org/10.1558/cj.26968](https://doi.org/10.1558/cj.26968)  \n©2017, equinox publishing   \nAnne Cummings Hlas et al. 337  \nUsing technology in the classroom is a 21st-century skill and an integral part of teacher knowledge. In fact, Mishra and Koehler (2006) proposed that technological pedagogical content knowledge (TPCK) be added to Shulman’s (1987) teacher knowledge framework, emphasizing the “connection, interactions, affordances, and constraints between and among content, pedagogy, and technology”(Mishra & Koehler, 2006, p. 1025) . TPCK’s specificity to a given content area distinguishes it from mere knowledge of technological resources and practices. Instead, teachers use technology to teach students particular content, while incorporating pedagogical content knowledge to create meaningful opportunities for its use. Meanwhile, computer-assisted language learning’s (CALL) importance cannot be denied within the field of foreign language (FL) teaching. Hubbard and Levy (2006a) point out that “[i]ncreasingly, both language teachers in training and practicing teachers will find themselves ata disadvantage if they are not adequately proficient in computer-assisted language learning”(p. ix) .  \nWhile the benefits of CALL are numerous (Beatty, 2013; Hirschel, 2012), concerns still exist regarding its acceptable and optimal usage (Felix, 2005; Hubbard & Levy, 2006b) . With a better understanding of when and for what purposes FL teachers use technology, teacher education programs maybe able to prepare teachers to use technology better inside and outside the classroom. Further, technology’s ephemeral nature requires regular study to document its changes and impacts on language teaching (Raschio & Raymond, 2003) . Therefore, understanding the current status ofFL teacher technology use and beliefs represents an essential inquiry.  \nLiterature Review  \nFL teacher education programs can provide valuable pedagogical experiences for teacher candidates throughout their universit","cbCaifOLRajWeYWT","https://ap.wps.com/l/cbCaifOLRajWeYWT","pdf",369942,"English","# Abstract\n# Literature Review\n## Teacher Candidates’ Technology Knowledge Development","[{\"question\":\"What research questions guide the investigation?\",\"answer\":\"The study addresses how student teachers use CALL for personal language learning, what they believe about that personal use, how they use CALL pedagogically, and what they believe about teacher preparation in CALL.\"}]","Student Teachers and CALL - Personal and Pedagogical Uses and Beliefs | PDF",1792081654,48]