Technological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. The present study aimed to determine EFL pre-service teachers' TPACK trough self-report, lesson plans and actual practice. This study used a wide range of approaches (self-report, lesson plan assessment and classroom observations) to measure TPACK of EFL pre-service teachers in order to examine EFL pre-service teachers' ability to apply and foster the interplay between content, pedagogy and technology in their classrooms. The results of self-reported data (as measured by TPACK survey), lesson plan assessment and classroom observations showed high scores for all domains. The EFL pre-service teachers' actual practice aligned with their self-reported and their lesson plans.

<p><em>Mobile technologies are rapidly attracting new users, providing increasing capacity, and allowing more sophisticated use</em><em> such as accessing the Internet for searching information, emailing and reading e-books. As the mobile technology has been more powerful and inclusive in people’s daily lives, the issue of mobile assisted language learning (MALL) has also been widely studied. Many researchers of MALL consider the emerging mobile technologies to have potential for the effective language learning. </em><em>The majority of MALL activities appear to make use of mobile phones, and nowadays, smartphones replace feature phones. </em><em>This study focuses on the investigation of</em><em> students’ perceptions of the benefits and challenges associated with the use of smartphones for learning.</em></p>

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The aim of the study presented in this paper was to examine the self-efficacy of 95 EFL pre-service teachers in relation to the utilization of microteaching in two English language teaching methodology courses. The study was conducted at a university in Thailand. This study combined quantitative and qualitative techniques. Likert Scale Survey was used to collect quantitative data and open-ended questions were used to collect qualitative data from the respondents. The findings showed that microteaching affected the development of EFL pre-service teachers’ self-efficacy for student engagement, instructional strategies, and classroom management.