The Effect of Computer-Assisted Language Learning Project (Callp) on Yemeni Efl Student Teachers’ Perceived Tpack Self-Efficacy

Though english language teacher education programs (elteps) in yemen offer two technology-related courses for efl student teachers, they have not rendered a course for call as part of their curricula. therefore, a pioneering initiative of computer assisted language learning project (callp) was implemented to expose efl student teachers to call concepts and skills. this quasi-experimental study aimed at examining the effect of callp on student teachers’ perceived self-efficacy using the efl student teachers’ technological pedagogical content knowledge (tpack)-for-efl self-efficacy survey (known as tpack-efl). the study employed a one-group pre-test-post-test design and a mixed-method approach for collecting data from a sample of 400 efl student teachers in four public universities across the country. the findings revealed that student teachers’ perceived tpack self-efficacy significantly increased as a result of callp. furthermore, the participants believed that the technology-related courses offered in their elteps were not enough to prepare them well to use call in efl instruction. therefore, it was recommended that a call course should be integrated into elteps to enhance student teachers’ call competency and to make them fit to harness call while teaching in the digital era.