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Drawing on qualitative research, this study explores the Iranian EFL teachers’ technological needs and their suggestions for using computer-assisted language learning (CALL) during the COVID-19 pandemic. We analyzed the narratives produced by 66 English as a Foreign Language (EFL) teachers for their themes through deductive and inductive thematic analysis phases using MAXQDA. The findings indicate that CALL teacher preparation programs should prioritize technological pedagogical knowledge (TPK), then technological content knowledge (TCK), and finally technological knowledge (TK). Moreover, teachers stated that CALL teacher preparation programs should develop their knowledge concerning the intersections of TCK/TPK and TPK/TK. Furthermore, Iranian EFL teachers suggested that CALL can be used during the pandemic if cooperation among teachers, students, and parents will be made, technological-related infrastructures will be developed, and teacher preparation programs will develop EFL teachers’ collaboration, digital literacy, teacher autonomy, and TPK with special attention to the educational needs made by the pandemic situation. The findings have implications for teacher educators, professional development course designers and providers, and decision-makers by highlighting promising directions to devote their precious time and resources.

Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers’ technological needs and suggestions