The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. This study could be considered a contribution on account of informing the community of inquiry about the pedagogical affordances of bichronous online learning and proving that bichronous online learning is an ideal learning setting to aid CALL teacher education programs. The findings showed that synchronous and asynchronous modalities complement each other and should not be substituted for each other. Bichronous online learning incorporates the best affordances of synchronous and asynchronous modalities. In light of data from technology-review projects and discussions, it was revealed that bichronous online learning benefited teachers significantly in acquiring CALL pedagogical knowledge, specifically in selecting, developing, and evaluating CALL materials. Hence, an exploratory qualitative case study was conducted to investigate how synchronous, asynchronous, or the blend of both, called bichronous online learning, could develop teachers’ CALL pedagogical knowledge through project-oriented tasks. Online education has necessitated a deeper look into online delivery in professional development courses. The popularity of online education has prompted computer-assisted language learning (CALL) teachers to attend online teacher professional development (OTPD) courses. This study presents important theoretical implications regarding the application of self-determination theory in online education, while also providing practical implications for synchronous online teacher preparation and professional development. The qualitative analysis of follow-up interviews (N = 10) elucidated how the online environment influenced the teachers’ use of each strategy while producing a new framework and specific strategy lists that may be applicable to synchronous online teaching. The quantitative analysis of survey results collected from language teachers (N = 72) revealed the perception that autonomy support and structure were relatively well suited to the online environment while involvement was difficult to implement. As an analytical framework, we drew on the need-supportive teaching principles of the self-determination theory, which present three types of motivational strategies: involvement, structure, and autonomy-support. To address this gap, this mix-methods study examined how synchronous online teachers utilized motivational strategies and explored the influence of the synchronous online environment on the use of motivational strategies. However, little is known about synchronous online teachers’ use of motivational strategies, despite the important role of teachers in fostering student motivation. With the development of synchronous videoconferencing technology, research on the professional practices of synchronous online teaching has been growing at an exponential rate.
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