Exploring TPACK-SLA interface: insights from the computer-enhanced classroom

Tseng, Jun Jie

doi:10.1080/09588221.2017.1412324

Cited by 24 publications

(17 citation statements)

References 35 publications

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“…Furthermore, PCK refers to the selection of effective teaching approaches to promote students to study instructional materials [20,22,23]. Meanwhile, TPACK can be defined as a teachers' knowledge of how particular technologies can be integrated with appropriate pedagogical methods in teaching certain materials [24].…”

Section: Fig 1 Tpack Frameworkmentioning

confidence: 99%

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Mulyadi

Wijayatingsih

Budiastuti

et al. 2020

Int. J. Emerg. Technol. Learn.

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Abstract— The onslaught of technology in language learning necessitates ESP teachers to enhance their teaching quality by integrating technology, pedagogy, and subject matters. To this end, the present research was an effort to discern Technological Pedagogical and Content Knowledge (TPACK) of ESP teachers in a blended learning format. A modified online survey comprising 28 closed-ended questions were administered to 70 ESP instructors of nursing purposes from 35 Universities in Indonesia. The data were analyzed statistically to be depicted in descriptive statistics (percentages of frequencies, means, and standard deviations). As a result, three out of four TPACK subdomains, including technological content knowledge (TCK), and Technological Pedagogical Knowledge (TPK), Technological Pedagogical and Content Knowledge (TPACK) have been mastered by most ESP teachers. However, they have to improve their pedagogical content knowledge (PCK). The current research also contributes some empirical insights into how ESP teachers can construct the overarching ESP instruction in English for nursing purposes integrating TPACK.

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Section: Fig 1 Tpack Frameworkmentioning

confidence: 99%

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Mulyadi

Wijayatingsih

Budiastuti

et al. 2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

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“…Other stakeholders' perspectives buttressed the potential effects of this online practicum project, along with echoing what PTs needed to improve in online classes. Similar to previous language research including students' points of view in inservice training, the participating elementary school students in this study complimented various technology functions/tools PTs used, appreciated teacher engagement, and showed their preference for this online learning experience (e.g., Chuang et al, 2018;Tseng, 2018). These students were further invited to judge the frequency levels of preservice language teachers' effective, if not professional, instructional practice, which remains less studied in the extant literature.…”

Section: Discussionmentioning

confidence: 83%

“…Yet, teachers’ perceived beliefs, competence, and performance may not be consistent with what and how students learn from teachers’ instruction (Tondeur et al, 2017b ); students also play a discernable role to justify (language) teacher technology professional development (Tseng, 2016 ). There remains a dearth of research in second languages including student perceptions of PTs’ achievement with technology use, while a few extant studies investigated the effectiveness of inservice teachers’ technology use via students’ points of view (e.g., Chuang et al, 2018 ; Tseng, 2018 ). Limited studies have conducted an in-depth analysis of how PTs apply and further develop their online technology repertoires once engaged in classroom practices (Tondeur et al, 2017a ; Tseng et al, 2020 ), even though some studies examined the levels of PTs’ TPACK after completing educational technology courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud

Liu

Kleinsasser

2022

TechTrends

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This yearlong study describes multiple stakeholders’ perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders’ technology professional development.

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“…Chatbots can carry out human-like conversations, but they will not be bored or become tired like humans. Therefore, chatbots have been used to teach students foreign languages, psychology and even interview skills [7][8][9]. For example, the following dialogue is reported in a research on the use of chatbots in English teaching [9, p. 402 Most research on the chatbot as a learning tool focused on the human-like conversation capability.…”

Section: Chatbot As a Potential Solutionmentioning

confidence: 99%

The Design of an Intelligent Chatbot with Natural Language Processing Capabilities to Support Learners

Wong

2022

J. Phys.: Conf. Ser.

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It would be ideal for the teacher to give individual attention to each student. However, this is infeasible as teachers only have limited time and they will be tired after long periods of consultation. Chatbots can be an effective tool to overcome this problem. A pilot was conducted on 11 Feb 2019 in which 27 students tried a chatbot prototype built by the author. The students compared the chatbot and a quiz website. The academic contents provided by the chatbot are exactly the same as the website. Over 80% of the students agreed that the chatbot is better than the quiz website in many aspects. However, about half of the students also indicated that the chatbot took them more time to complete the quiz than the quiz website. The author proposed using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to conduct more research into this area. The knowledge would allow more teachers to create chatbots in more disciplines of study so that students are more motivated to achieve the learning outcomes better.

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Exploring TPACK-SLA interface: insights from the computer-enhanced classroom

Cited by 24 publications

References 35 publications

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud

The Design of an Intelligent Chatbot with Natural Language Processing Capabilities to Support Learners

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