The Degree of Teaching Knowledge for Saudi EFL Teachers: An Investigation for Madinah EFL Teachers&amp;#39; Perceptions Regarding TPACK Framework

AlHarbi, Abdullah AbdulMuhsen

doi:10.5539/elt.v13n10p99

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…They also might have the same level of confidence about the application of ICT into their teaching. This finding is in contrast to Alharbi (2020) revealing that there were differences in TPACK achievement regarding gender. Female teachers achieve a higher level of PK and TK than male teachers who only attained better in CK.…”

Section: Difference In Tpack In Accordance To Efl Teachers' Demograph...contrasting

confidence: 84%

Unpacking EFL Teachers’ TPACK thru the Distance Education

Imania

Anugerahwati

Tresnadewi

2022

Jur.Pend.Teo.Pen.Peng.

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Abstract: The growth of distance education provides an accessibility of teaching-and-learning-process involving the use of ICT. Hence, teachers’ competencies regarding the integration of ICT also one of the key success of teaching. Through TPACK, this study aims at investigating EFL teachers’ skills on technology integration and their preferable ICT based learning system amidst distance education. Moreover, this study also intends to analyze whether EFL teachers’ TPACK are significantly different in terms of teaching categories and gender. This survey study implicated 139 in-service EFL teacher in the city of Malang, East Java, Indonesia. The data were collected through questionnaire and analyzed by computing the frequency, ANOVA, and t-test. The finding revealed that the EFL teachers’ TPACK was decent. Furthermore, gender and teaching categories were not regarded as the factors that influenced EFL teachers’ TPACK. Lastly, Google Classroom was perceived as the most preferable ICT based learning system according to the teachers. Regarding the result of analysis, recommendation for teachers and educational stakeholders were also made in this study.Abstrak: Perkembangan Pendidikan Jarak Jauh (PJJ) menawarkan aksesibilitas proses belajar-mengajar yang sangat melibatkan penggunaan TIK. Karenanya, kompetensi guru terhadap integrasi TIK juga diangap sebagai salah satu kunci keberhasilan pembelajaran. Melalui TPACK, penelitian ini bertujuan untuk menginvestigasi ketrampilan guru EFL terkait integrasi teknologi dan sistem pembelajaran berbasis TIK yang guru EFL gunakan saat Pembelajaran Jarak Jauh (PJJ). Selain itu, penelitian ini juga bermaksud untuk menganalisa perbedaan TPACK guru EFL berdasarkan kategori mengajar dan gender. Penelitian survei ini melibatkan 139 guru EFL di Kota Malang, Jawa Timur, Indonesia. Pengumpulan data dilakukan menggunakan kuesioner dan dianalisa dengan menghitung frekuensi jawaban responden, ANOVA, dan t-test. Hasil penlitian menunjukkan bahwa TPACK guru EFL baik. Kemudian, gender dan kategori mengajar bukanlah faktor yang membedakan TPACK guru EFL. Terakhir, Google Classroom merupakan media pembelajaran yang paling disukai oleh guru. Berdasarkan hasil analisa, rekomendasi untuk guru dan beberapa pihak terkait juga dibuat dalam penelitian ini.

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Section: Difference In Tpack In Accordance To Efl Teachers' Demograph...contrasting

confidence: 84%

Unpacking EFL Teachers’ TPACK thru the Distance Education

Imania

Anugerahwati

Tresnadewi

2022

Jur.Pend.Teo.Pen.Peng.

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“…Individual schools are still online due to COVID-19, so it is not clear if that has happened. There are a number of recent studies in the area of teaching and learning English language skills by using iPads in Saudi Arabia in EFL classrooms, with studies more recently implemented such as those of (Al-Bogami & Elyas, 2020; Al-Sharef, 2018; Albadry, 2017;Albiladi & Alshareef, 2018;Alharbi, 2020). These studies all reached the same conclusion that tablet devices have a positive impact on teaching-learning practices.…”

Section: A New Trend In Saudi Education: the Use Of Ipadsmentioning

confidence: 95%

“…At times the use of technology is mandated by systems and governments such as the case in Saudi Arabia whereby a recent 2017 report (Habash, 2017) claimed all Saudi schools will have tablets distributed for student use instead of books. Technology integration is considered a most important pedagogy by teachers in Saudi Arabia (Almalki, 2020) and it is only one country among many countries that depends on technology in many fields, especially in educational environments (Alharbi, 2020;Alresheed, Raiker, & Carmichael, 2017). Given the importance of English as a global language in which individuals from diverse nations communicate via English (Bybee & Fuchs, 2006), increasing importance has been assigned to teaching English as a foreign language in Saudi schools and so the use of technology to augment this teaching has also become very important.…”

Section: Introductionmentioning

confidence: 99%

iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia

Alshammari¹,

Reynolds²,

Ferguson-Patrick³

2020

ELT

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This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom’s Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom’s Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom’s Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the ‘how’ of EFL instruction based on revised Bloom’s Taxonomy.

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“…However, few studies (e.g., Alharbi, 2020;Ekrem & Recep, 2014;Ersanli, 2016;Kwangsawad, 2016;Sarıçoban et al, 2019) have examined EFL pre-service teachers' views about TPACK. For instance, in a mixed methods research, Ersanli (2016) investigated the effect of training and holding workshops about TPACK on 59 EFL pre-service teachers' technology integration into their teaching.…”

Section: Figurementioning

confidence: 99%

“…The literature on TPACK about pre-service teachers has mainly examined other subjects, including sciences, mathematics, and educational technology (e.g., Chai et al, 2011;Jang & Tsai, 2012;Schmidt et al, 2009;Sezer 2015) or EFL in-service teachers (e.g., Liu & Kleinsasser, 2015;Liu et al, 2016;Mahmoodi et al, 2020;Najjari et al, 2021;Wu & Wang, 2015). However, gaining EFL preservice teachers' perceived knowledge of TPACK is a crucial issue in online education that has not been widely investigated, as few studies (e.g., Alharbi, 2020;Ekrem & Recep, 2014;Ersanli, 2016;Sarıçoban et al, 2019) have focused on determining the TPACK of EFL pre-service teachers. In other words, in spite of the increase in online learning/teaching in tertiary education, the discipline in the EFL contexts still lacks in-depth studies on online teacher professional development in teaching online language courses.…”

Section: Introductionmentioning

confidence: 99%