This chapter presents the current situation of English as a foreign language (EFL) teaching and learning across the Arab world. It highlights the central role that English language teacher education (ELTE) plays in EFL development in Arab settings. Then, it discusses some English language teaching challenges and the need for urgent changes in ELTE programs regarding technology training. Besides describing a generic CALL training model for ELTE, it provides an overview of contemporary trends in CALL teacher education. Further, it elaborates on current CALL research across Arab-world ELTE programs, echoing the significance of integrating EFL TPACK to develop student teachers' knowledge and skills for prospective professional practice. Moreover, it highlights major issues of CALL integration in the Arab context and proposes suggestions for effective CALL integration. Additionally, it elaborates on the CALL curriculum, dissecting guidelines for developing a CALL course in ELTE programs and putting forward a syllabus for an ELTE CALL course.
TopChallenges Facing English Language Education In The Arab Contexts
Most relevant research carried out in Arab countries has highlighted some common challenges in Arab ELE contexts, including inadequate EFL teacher training, low English proficiency, and low student motivation (Alrabai, 2018; Gaid, 2020; Siddiqui & Sahai, 2020). The Arab region’s increasing amount of pertinent literature suggests that EFL learners in Arab countries tend to exhibit lower motivation levels toward learning English. There are several complex reasons for this, such as lack of exposure to EFL, teacher-centered instruction, high language anxiety, poorly designed textbooks, low self-confidence, and monotonous teaching methods (Alqahtani, 2018; Gaid, 2020).
Several studies conducted in Arab educational institutions (e.g., Al-Mahrooqi & Denman, 2018; Gaid, 2020) have brought attention to students’ low English proficiency in both basic and higher education. Additionally, related research carried out in Arab settings has raised concerns among university language lecturers regarding the insufficient EFL skills of students, which are crucial for higher education (e.g., Ali & Babcock, 2020; Freahat & Al-Faoury, 2015). Such a situation has led to apprehensions regarding the quality of English language education, which is crucial in preparing students for academic pursuits and the continuation of learning throughout their life (Alhabahba et al., 2016; Khtou, 2020). Besides, various factors have been identified as causes for Arab students’ inadequate EFL proficiency, including the prevalence of the Arabic language (Alghazo & Zidan, 2019), inadequate exposure to English in Arab contexts due to large class sizes (Farooq, 2015), emotional factors such as anxiety (Sabti et al., 2019), restricted opportunities for practice and insufficient knowledge of the language (Zrekat & Al-Sohbani, 2022).