Empowering Libyan Student-Teachers for 21-Century Literacy Demands: A Triangulated Analysis of CALL Course Design Using P21, Bloom’s Revised Taxonomy, Quality Matters Standards, and Student-Teachers’ Perspectives

Abstract

Computer-Assisted Language Learning (CALL) is one of the courses offered by many TEFL teacher education programs in Libya and around the world. It trains EFL student-teachers on utilizing  CALL tools for effective technology integration. Review of currently published research studies on CALL course design evaluation, especially using P21, Bloom’s Revised Taxonomy, and Quality Matters Standards, seems to be virtually non-existent. Thus, this study aimed to explore CALL course alignment with 21-Century Literacy Demands, identify the affordances and constraints of the design principles and practices of the CALL course of the Libyan TEFL teacher education program, and propose data-driven recommendations for CALL course improvement. Intrinsic case study design was the chosen research design. The participants were fifty student-teachers who took and passed the CALL course offered by TEFL teacher education program at the Faculty of Education in Tripoli, Libya. Data were collected through CALL course documents and student-teachers’ reflective essays. Data were analyzed qualitatively in three phases: framework-based document analysis, thematic analysis of student-teachers’ essays, and triangulation protocol. Findings revealed that a strong alignment with P21 especially with two of the P21 strands that had Very High level of alignment: Creativity and Innovation and Media Literacy. Data analysis also identified eight affordances and 6 constraints. Triangulation phase of data analysis revealed ten themes as recommendations for CALL course improvement. These findings invite interested scholars to investigate the effectiveness of the CALL courses in preparing student-teachers for successful CALL tools integration.