Teaching English, or any other language, in the 21st century requires teachers to be competent in using computer-assisted language learning (CALL) to alleviate learning of subject matter and assess methods of instruction in different contexts. To be CALL competent, English as a foreign language (EFL) teachers should have acquired the seven subdomains of technological pedagogical content knowledge (TPACK) vis-à-vis their subject matter before going into their teaching practice. That is, they should possess content knowledge (i.e., knowledge of EFL as a subject matter), pedagogical knowledge (i.e., understanding of EFL methodology), pedagogical content knowledge (i.e.

, understanding of employing proper teaching methods to facilitate EFL learning), technology knowledge (i.e., understanding of numerous low-tech and high-tech technologies), technological content knowledge (i.e., understanding of applying technology to produce or augment new representations for EFL content), technological pedagogical knowledge (i.e., understanding of how various technologies can be used in education, and TPACK (i.e.

, knowledge and skills needed by teachers to successfully incorporate technology into their instruction of the relevant subject matter). Moreover, as the learning environment evolves, technology plays a crucial role, so EFL teachers need to be well-prepared to deal with it. Therefore, English language teacher education (ELTE) should bear the onus of acquainting student teachers with all the necessary knowledge domains connecting content, pedagogy, and technology. However, across the Arab World and beyond, current technology-related courses in the ELTE programs are led by ICT specialists who lack didactics knowledge. Such leadership is a significant issue that must be addressed in various Arab universities that host ELTE programs.