English as a Foreign Language Teachers' Technology Professional Development Needs


Abstract views: 112 / PDF downloads: 98

Authors

DOI:

https://doi.org/10.52380/ijcer.2024.11.1.631

Keywords:

EFL, TPACK, Teacher professional development, Education technology

Abstract

This study examined the Technological, Pedagogical and Content Knowledge (TPACK) professional development needs of English as a Foreign Language (EFL) Teachers. EFL teachers participated in semi-structured interviews from seven primary schools in a middle-sized urban school district in the east part of China. The results indicated that though primary EFL teachers in China have basic technological knowledge to support teaching, they are lacking appropriate knowledge and training, particularly in areas of TPACK related to EFL teaching. Results from the present study indicate that there is a need for PD that helps EFL teachers integrate technology in teaching reading, speaking, and writing.

References

Alnajjar, H. S., & Al-Jamal, D. A. (2019). UNRWA EFL In-Service Teachers’ Perception of the Application of Tpack in Teaching Listening and Speaking. مجلة الجامعة الإسلامية للدراسات التربوية والنفسية, 27(2).‎

Baser, D., Kopcha, T. J., & Ozden, M. Y. (2015). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749–764. https://doi.org/10.1080/09588221.2015.1047456

Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5–6), 572–598. https://doi.org/10.1080/09588221.2017.1422524

Caromawati, C. (2017). Evaluating a synchronous online teacher development program on creating call teaching materials. Indonesian EFL Journal, 3(2), 159–170. https://doi.org/10.25134/ieflj.v3i2.663

Debbagh, M., & Jones, W. M. (2018). Examining English language teachers’ TPACK in oral communication skills teaching. Journal of Educational Multimedia and Hypermedia, 27(1), 43-62.

Dong, Y., Chai, C. S., Sang, G. Y., Koh, J. H. L., & Tsai, C. C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers' technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 18(1), 158-169.

Educational informatization 2.0. (2018). Notice of the Ministry of Education on Printing and Distributing the Education Informatization 2.0 Action Plan. Ministry of Education of the People's Republic of China. 教育信息化2.0行动计划, 文件编号为教技2018,6号

González-Carriedo, R., & Esprívalo Harrell, P. (2018). Teachers’ Attitudes Toward Technology in a Two-Way Dual-Language Program. Computers in the Schools, 35(2), 111–133. https://doi.org/10.1080/07380569.2018.1462634

Goradia, T. (2018). Role of educational technologies utilizing the TPACK framework and 21st century pedagogies: Academics' Perspectives. IAFOR Journal of Education, 6(3), 43-61. https://doi.org/10.22492/ije.6.3.03

Hoesein, E. M. (2015). Using mobile technology and online support to improve language teacher professionalism. Procedia-Social and Behavioral Sciences, 192, 491-497. https://doi.org/10.1016/j.sbspro.2015.06.076

Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: A partial least square approach. Computer Assisted Language Learning, 29(8), 1287-1297. https://doi.org/10.1080/09588221.2016.1278024

Kabakci Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964–977. https://doi.org/10.1016/j.compedu.2011.10.012

Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community. https://doi.org/10.1108/jpcc-12-2018-0032

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303

Köse, P. N. K. (2016). Technological Pedagogical Content Knowledge (TPACK) of English language instructors. Journal of Educational and Instructional Studies in the World, 6(2).

Lambert, J., Gong, Y., & Cuper, P. (2008). Technology, transfer and teaching: The impact of a single technology course on preservice teachers’ computer attitudes and ability. Journal of Technology and Teacher Education, 16(4), 385-410.

Levak, N., & Son, J.-B. (2016). Facilitating second language learners’ listening comprehension with Second Life and Skype. ReCALL, 29(02), 200–218. https://doi.org/10.1017/s0958344016000215

Liu, M. H., & Kleinsasser, R. (2015). Exploring EFL teachers’ knowledge and competencies: In-service program perspectives. Language Learning & Technology, 19(1), 119-138.

Liu, X. B, Zhang, W., Zhong, H. W., & Jiang, L. J. (2014). Chinese EFL Teachers’ Application of E-Educology of Foreign Languages: An Investigation Based On TPACK Framework. Teaching English with Technology, 14(1), 49-75.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303

Nazari, N., Nafissi, Z., Estaji, M., Marandi, S. S., & Wang, S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1). https://doi.org/10.1080/2331186x.2019.1632010

Park, M., & Slater, T. (2015). A typology of tasks for mobile-assisted language learning: Recommendations from a small-scale needs analysis. TESL Canada Journal, 31(8), 93-115.https://doi.org/10.18806/tesl.v31i0.1188

Rienties, B., Lewis, T., O’Dowd, R., Rets, I., & Rogaten, J. (2020). The impact of virtual exchange on TPACK and foreign language competence: Reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2020.1737546

Sadikin, I. S., & Saleh, M. (2016). Weblog-Based learning in an EFL young learners’ context: Students’ perspective. Arab World English Journal (AWEJ) Special Issue on CALL, (3).

Sulaimani, A. O., Sarhandi, P. S. A., & Buledi, M. H. (2017). Impact of CALL in-house professional development training on teachers’ pedagogy: An evaluative study. Cogent Education, 4(1). https://doi.org/10.1080/2331186x.2017.1355646

Tingir, S., Cavlazoglu, B., Caliskan, O., Koklu, O., & Intepe‐Tingir, S. (2017). Effects of mobile devices on K–12 students' achievement: A meta‐analysis. Journal of Computer Assisted Learning, 33(4), 355-369.

Wu, Y. T., & Wang, A. Y. (2015). Technological, pedagogical, and content knowledge in teaching English as a foreign language: Representation of primary teachers of English in Taiwan. The Asia-Pacific Education Researcher, 24(3), 525-533. https://doi.org/10.1007/s40299-015-0240-7

Xu, X., & Sun, Y. (2019). A Technological Pedagogical Content Knowledge (TPACK) Framework for ESP Teachers in Tertiary Education in China. The Asian ESP Journal, 193.

Yıldız, T. (2017). A comparison of pre-service, in-service and formation program for teachers’ perceptions of technological pedagogical content knowledge (TPACK) in English language teaching (ELT). Educational Research and Reviews, 12(22), 1091–1106. https://doi.org/10.5897/err2017.3311

Zhou, X., Padron, Y., & Waxman, H. (2022). Exploring the Relationship Between Professional Development Experience and Skills in Educational Technology Integration Among Primary EFL Teacher. Contemporary Educational Technology, 14(1), ep328. https://doi.org/10.30935/cedtech/11365

Downloads

Published

25.03.2024

How to Cite

Zhou, X., Padron, Y., & Waxman, H. (2024). English as a Foreign Language Teachers’ Technology Professional Development Needs. International Journal of Contemporary Educational Research, 11(1), 117–130. https://doi.org/10.52380/ijcer.2024.11.1.631

Issue

Section

Articles