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This study examines the impact of computer-assisted language learning (CALL) in-house professional development trainings based on Technological Pedagogical Content Knowledge in-Action (TPACK-In-Action) model on female teachers' pedagogy at a Saudi Arabian university. Data were collected using survey questionnaires to gather participants' pre-workshops and post-workshops responses followed by semi-structured interviews to understand aspects that determined the effect of the training workshops ondoi:10.1080/2331186x.2017.1355646 fatcat:3pv4kdkpx5f5hpafnck3qcqyaa