CALL Teacher Education Models, Methods, and Theoretical Groundings: A Systematic Review of the Studies in Under-Represented Contexts

Abstract

This chapter reports a systematic literature review of CALL teacher education research conducted in under-represented geographical contexts, namely Asia, the Middle East, and Africa over the past two decades. The main objective was twofold: first, to explore how CALL professional development (PD) is approached in these contexts with special attention to the educational and geographical contexts of the studies, their design features, and their study-related qualities; and second, to identify research gaps. Drawing on the PRISMA model as the main analysis procedure, 89 articles published in peer-reviewed scholarly journals were screened from a pool of 3495 works. Applying geographical context filtering, 12 papers were finally selected as eligible to be included in the study, of which 61.6% were conducted in the Middle East and 38.4% belonged to Eastern Asia. No accounts of CALL PD attempts in African educational settings were found in scholarly journals. Several design-, context-, and study-related categories were explored to understand the approaches toward CALL PD and the research gaps. The analyses revealed the dominance of qualitative studies and self-report data sources in the CALL PD studies. Drawing on the findings, some pedagogical implications are generated for future research.