KORESPONDENSI - Beliefs and Emotions on Becoming a CALL Teacher: A Narrative Inquiry of Personal– Professional Growth

SUSANTO, 197308311999031002 (2023) KORESPONDENSI - Beliefs and Emotions on Becoming a CALL Teacher: A Narrative Inquiry of Personal– Professional Growth. Asia-Pacific Association for Computer-Assisted Language Learning (APACALL), CALL EJ.

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Abstract

Many studies in English as a second or foreign language (ESL/EFL) settings have investigated teacher professional development from the perspective of competency-based approaches, which provide an inadequate account for teacher professional growth. This article employed a narrative inquiry as a qualitative research method based on the conceptions of narrative modes of thought (content) and sequence of events (form). The particular focus was on developing in-service EFL teachers' beliefs about and emotions about becoming a CALL teacher before and after attending online professional development in Indonesian EFL settings for two semesters. The participants involved were two in-service teachers: Diana (female, 39) and Rosalia (female, 42), EFL teachers from a rural school in Gresik, Indonesia. The narrative content of the findings indicated Rosalia's and Diana's long journeys of unpleasant experiences and narrow beliefs about learning English from their primary to tertiary education before they turned their positive views of learning English from knowledge-oriented learning to CALL communicative-based purposes. Their controversies against the school's policy of not allowing students to bring their mobile phones to the classroom and their efforts to solve limited technology access became other assets of becoming a different CALL teacher. Finally, the 'narrative form' of the findings were typological, metaphorical, linguistic, and rhetorical views as personal and social labors during their complex CALL identity journeys.

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