Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

Abstract

The importance of teachers' technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of teachers' TPACK when teaching English as a Foreign Language (EFL), as well as the need for their further TPACK development, has not been properly addressed. To fill the gap in TPACK research in the EFL domain, this study aims to explore the TPACK among 22 in-service EFL teachers at elementary schools in Taiwan. Also, the possible needs of these EFL teachers for their future professional development were investigated. In order to better portray the TPACK of the EFL teachers, both their synthesized TPACK and performance on the seven TPACK construct components were evaluated in this study. A quantitative questionnaire was used to assess the EFL teachers' performance on the seven TPACK construct components. Their synthesized TPACK was revealed by means of interviews and classroom observations. The Revised Bloom's Taxonomy and the pedagogic framework for computer-assisted language learning were used to analyze the qualitative data collected from the interviews and class observations. The results indicated that the EFL teachers needed more technology knowledge to further develop their TPACK, and that the EFL teachers' TPACK focused much on motivating students, rather than on using technology for creating opportunities for students to use English language meaningfully and authentically.Keywords Technological pedagogical and content knowledge (TPACK) Á TPACK in English language arts Á English as foreign language (EFL) Á Technology integrated in English instruction Á Elementary school teachers of English Á Teacher professional knowledge

A comparison of pre-service, in-service and formation program for teachers perceptions of technological pedagogical content knowledge (TPACK) in English language teaching (ELT)

“…However, PTs did not significantly differ from teachercandidates. Similar to previous studies, in-service teachers" self-perception of TK (Wu and Wang, 2015) and TPK (Dong et al 2015) was lower than PTs and teacher-candidates.…”

“…As in-service teachers and domain specific TPACK, precisely language, are the least searched domain in TPACK literature (Wu, 2013;Wu and Wang, 2015), limited research conducted either to evaluate the status quo or to report the results of training programs are summarized below.…”

“…Exploratory studies of in-service English language teachers" performances on the seven TPACK construct components were conducted (Wetzel and Marshall, 2011;Abera, 2014;Yuksel and Yasin, 2014;Wu and Wang, 2015). Wetzel and Marshall (2011) exploratory qualitative case study investigated ways a sixth grade middle school English language teacher show evidence of behaviours that fit the TPACK framework in the classroom.…”

“…However, participants with five years or less of teaching experience and those working in private schools had higher scores in TPACK than the other groups. Lastly, Wu and Wang (2015) explored TPACK of 22 in-service EFL teachers" at elementary schools in Taiwan.…”

“…However, studies on TPACK in teaching English as a second or other language (TESOL) or as a foreign language (EFL) appear to be scarce (Wu, 2013;Wu and Wang, 2015). Furthermore, TPACK studies have examined either pre-service or in-service teachers.…”