The paper titled Pre-service EFL Teachers’ Expectations, Needs, and Challenges in a Language Learning and Technology Course by Munassir Alhamami and Hassan Costello focuses on understanding the experiences of pre-service English as a Foreign Language (EFL) teachers enrolled in a Language Learning and Technology (LL&T) course at a Saudi university. The study aims to explore the expectations, needs, and challenges faced by these teachers in integrating technology into their language teaching practices.
The purpose of the study is to address the gap in the academic literature concerning the specific needs of pre-service EFL teachers in LL&T courses. The research specifically investigates the expectations these teachers have regarding the course, the technological needs they must fulfill, their experiences with learning languages using technology, the challenges they face in the course, and their suggestions for course improvement.
The methodology employed is a qualitative survey using open-ended questions, distributed to 79 pre-service EFL teachers over two consecutive semesters. The responses were analyzed and categorized into six major themes: expectations, needs, experiences, preferred technologies, challenges, and suggestions.
Key findings from the study reveal that pre-service EFL teachers expect to acquire knowledge of technology-related vocabulary, understand the advantages and disadvantages of using technology in language learning, and learn effective communication techniques in an online environment. They also express a strong preference for using recording devices and computers in teaching. The study highlights the challenges faced by these teachers, including unfamiliarity with the required technologies and limited resources in some educational settings.
The conclusions of the study suggest that careful evaluation and targeted training in technology use are crucial for the success of LL&T courses. The authors recommend that course designers consider the specific needs and preferences of pre-service teachers to enhance their teaching efficacy and reduce anxiety related to technology use in classrooms. The findings have significant implications for improving the design and implementation of LL&T courses in Saudi Arabia and potentially in other contexts.