Teachers’ CALL professional development in synchronous, asynchronous, and bichronous online learning through project-oriented tasks: developing CALL pedagogical knowledge

The popularity of online education has prompted computer-assisted language learning (CALL) teachers to attend teacher professional development (OTPD) courses. Online necessitated a deeper look into delivery in Hence, an exploratory qualitative case study was conducted investigate how synchronous, asynchronous, or the blend both, called bichronous learning, could develop teachers’ CALL pedagogical knowledge through project-oriented tasks. In light data from technology-review projects and discussions, it revealed that benefited significantly acquiring knowledge, specifically selecting, developing, evaluating materials. Bichronous incorporates best affordances synchronous asynchronous modalities. findings showed modalities complement each other should not be substituted for other. This considered contribution on account informing community inquiry about proving is ideal setting aid programs.