Pre-service Teacher’s Sense of Efficacy in Asynchronous Teaching through CALL during the COVID-19

Abstract

CALL is an area that grows massively during COVID-19, and teaching in university moves into an online classroom due to the social and physical distancing which is proposed by the government. Before the COVID-19, adapting CALL at the university level was lower, not all lecturers used and enacted CALL in their classroom. They used CALL only as supplementary material before or after the learning process. Currently, teachers have brought all class activities into online learning. Therefore, the objective of this study is to investigate the self-efficacy of pre-service teachers in asynchronous online classrooms through CALL in their teacher development program. Three themes of teachers’ sense of efficacy – instructional strategies, classroom management, and student engagement – were used to investigate pre-service teachers’ self-efficacy while using CALL in the online classroom. Teaching during the COVID-19 may seem to change their sense of efficacy about teaching more open and flexible rather than a face-to-face classroom because the student needs to be considered in the first place during the pandemic such as limited access to an online class. Even though many obstacles should be evaluated, teachers never gave up on teaching students during the COVID-19. The implication of this study will be discussed further to be implemented in further studies and pedagogical practices.