Developing teachers’ professional agency through standard models of instructional designs is critical in helping them deal with the barriers in designing and implementing online learning environments. Therefore, the purpose of this study was to explore the role of an ADDIE (Analysis–Design–Development–Implementation–Evaluation) model of the computer-assisted language learning (CALL) teacher preparation program (TPP) in developing TEFL (teaching English as a foreign language) student-teachers’ professional agency (PA). We conducted an instrumental (exploratory) case study to explore the PA development of 18 TEFL student-teachers who took a CALL course that was designed based on ADDIE. The deductive thematic analysis of student-teachers’ autobiographical narratives, unstructured interviews, and course projects showed that each stage of ADDIE contributed to developing the dimensions of the PA. We concluded that the constructive role of the ADDIE model of CALL TPP in developing TEFL student-teachers’ PA might be due to ADDIE’s capability to construct a context for developing student-teachers’ dynamic capacity to tackle educational concerns and provide a context of playing different professional roles. The study bears implications for TEFL teacher educators to consider the action-based nature of PA when the ADDIE model is implemented.
Abdul HanidM.F.Mohamad SaidM.N.H.YahayaN.AbdullahZ. (2022). Effects of augmented reality application integration with computational thinking in geometry topics. Education and Information Technologies, 27, 1–37.
2.
AryD.JacobsL.C.SorensenC.K.WalkerD. (2014). Introduction to research in education. Cengage Learning.
3.
AshtonK. (2022). Language teacher agency in emergency online teaching. System, 105, 102713.
4.
BamraraA.ChauhanP. (2018). Applying ADDIE model to evaluate faculty development programs. International Journal of Smart Education and Urban Society, 9, 25–38.
5.
BouwmansM.RunhaarP.WesselinkR.MulderM. (2017). Fostering teachers’ team learning: An interplay between transformational leadership and participative decision-making?Teaching and Teacher Education, 65, 71–80.
6.
BraunV.ClarkeV. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
7.
CawsC.G. (2013). Evaluating a web-based video corpus through an analysis of user interactions. ReCALL, 25, 85–104.
8.
ChaabanY.ArarK.SawalhiR.AlhoutiI.ZohriA. (2021). Exploring teachers’ PA within shifting educational contexts: A comparative study of Lebanon, Qatar, Kuwait, and Morocco. Teaching and Teacher Education, 106, 103451.
9.
ChungC.H.LinY.Y. (2022). Online 3D gamification for teaching a human resource development course. Journal of Computer Assisted Learning, 38, 692–706.
10.
CollinK.PaloniemiS.VähäsantanenK. (2015). Multiple forms of professional agency for (non)crafting of work practices in hospital organisation. Nordic Journal of Working Life Studies, 5, 63–83.
11.
ColpaertJ. (2006). Toward an ontological approach in goal-oriented language courseware design and its implications for technology-independent content structuring. Computer Assisted Language Learning, 19, 109–127.
12.
CreswellJ.W.PothC.N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage.
13.
DickW.CareyL. (2014). The systematic design of instruction (8th ed.). Pearson Education.
14.
EdwardsA. (2015). Recognising and realising teachers’ PA. Teachers and Teaching, 21, 779–784.
15.
Eryılmaz ToksoyS.BulutE. (2022). Turkish students and teachers’ views on the context of simulations: The example of solid pressure. Education and Information Technologies, 28, 1–21.
16.
EteläpeltoA.VähäsantanenK.HökkäP.PaloniemiS. (2013). What is agency? Conceptualizing PA at work. Educational Research Review, 10, 45–65.
17.
GollerM.PaloniemiS. (2017). Agency at work, learning and professional development: An introduction. In GollerM.PaloniemiS. (Eds.), Agency at work (pp. 1–14). Springer.
18.
GülerC.AltunA. (2010). Teacher trainees as learning object designers: Problems and issues in learning object development process. Turkish Online Journal of Educational Technology, 9, 118–127.
19.
HarteisC.GollerM. (2014). New skills for new jobs: Work agency as a necessary condition for successful lifelong learning. In HalttunenT.KoivistoM.BillettS. (Eds.), Promoting, assessing, recognizing and certifying lifelong learning (pp. 37–56). Springer.
20.
HökkäP.VähäsantanenK.MahlakaartoS. (2017). Teacher educators’ collective PA and identity–Transforming marginality to strength. Teaching and Teacher Education, 63, 36–46.
21.
KristiawanD.CarterC.PicardM. (2022). Impact of CALL professional development for TEFL materials on teacher agency and technological pedagogical content knowledge (TPACK) in Indonesian Islamic Schools. Teaching English with Technology, 22, 20–42.
22.
KulvietieneR.SileikieneI. (2006). The blended learning delivery design model. In Proceedings of the 6th WSEAS International Conference on Distance Learning and Web Engineering.
23.
LambM.ArisandyF.E. (2020). The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33, 85–108.
24.
MeihamiH. (2023). Situated learning in CALL teacher preparation programs: An ecological perspective to student-teachers’ agency. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2023.2173614
25.
MorrisonG.R.RossS.J.MorrisonJ.R.KalmanH.K. (2019). Designing effective instruction. John Wiley.
26.
NavarroS.B.ZervasP.GesaR.SampsonD. (2016). Developing teachers’ competencies for designing inclusive learning experiences. Educational Technology and Society, 19, 17–27.
27.
NazariM.De CostaP.I.KarimpourS. (2023). The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221143476
28.
O’ConnorC.JoffeH. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1609406919899220.
29.
OngukoB.JepchumbaL.GaceriP. (2013). For us it was a learning experience: Design, development and implementation of blended learning. European Journal of Training and Development, 37, 615–634.
30.
Oolbekkink-MarchandH.van der WantA.SchaapH.LouwsM.MeijerP. (2022). Achieving PA for school development in the context of having a PhD scholarship: An intricate interplay. Teaching and Teacher Education, 113, 103684.
31.
PriestleyM.PriestleyM.R.BiestaG.RobinsonS. (2015). Teacher agency: An ecological approach. Bloomsbury.
32.
PyhältöK.PietarinenJ.SoiniT. (2014). Comprehensive school teachers’ PA in large-scale educational change. Journal of Educational Change, 15, 303–325.
33.
RussellV.Murphy-JudyK. (2021). Teaching language online: A guide to designing, developing, and delivering online, blended, and flipped language courses. Routledge.
34.
SamurY. (2019). Kes Sesi: A mobile game designed to improve kindergarteners’ recognition of letter sounds. Journal of Computer Assisted Learning, 35, 294–304.
35.
ShakeelS.I.Al MamunM.A.HaoladerM.F.A. (2023). Instructional design with ADDIE and rapid prototyping for blended learning: Validation and its acceptance in the context of TVET Bangladesh. Education and Information Technologies, 28, 7601–7630.
36.
ShearerR. (2003). Instructional design in distance education: An overview. In MooreM.G. (Ed.), Handbook of distance education (pp. 275–286). Lawrence Erlbaum Associates.
37.
SmortiA. (2011). Autobiographical memory and autobiographical narrative: What is the relationship?Narrative Inquiry, 21, 303–310.
38.
StakeR. (1995). The art of case study research. Sage.
39.
StockwellG.WangY. (2023). Exploring the challenges of technology in language teaching in the aftermath of the pandemic. RELC Journal, 54, 311–320.
40.
TaghizadehM.BasiratM. (2022). Investigating pre-service TEFL teachers’ attitudes and challenges of online teaching. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2022.2136201
41.
TrustT.PektasE. (2018). Using the ADDIE model and universal design for learning principles to develop an open online course for teacher professional development. Journal of Digital Learning in Teacher Education, 34, 219–233.
42.
TsuiA. (2005). Expertise in teaching: Perspectives and issues. In JohnsonK. (Ed), Expertise in second language learning and teaching (pp. 167–189). Palgrave Macmillan.
43.
TumeliusR.KuureL. (2022). Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2022.2092154
44.
Ukkonen-MikkolaT.VarpanenJ. (2020). Integrated initial and continuing training as a way of developing the PA of teachers and student teachers. Teaching and Teacher Education, 96, 103189.
45.
VähäsantanenK. (2015). PA in the stream of change: Understanding educational change and teachers’ professional identities. Teaching and Teacher Education, 47, 1–12.
46.
VähäsantanenK.EteläpeltoA. (2011). Vocational teachers’ pathways in the course of a curriculum reform. Journal of Curriculum Studies, 43, 291–312.
47.
VähäsantanenK.RäikkönenE.PaloniemiS.HökkäP.EteläpeltoA. (2019). A novel instrument to measure the multidimensional structure of PA. Vocations and Learning, 12, 267–295.
48.
YehH.C.TsengS.S. (2019). Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge. Journal of Educational Technology and Society, 22, 88–100.
49.
YinR.K. (2018). Case study research and applications: Design and methods. Sage.
50.
YlénM. (2017). Professional virtues and agency at work: An ethnography of software developers. In GollerM.PaloniemiS. (Eds.), Agency at work (pp. 291–310). Springer.
