Oktalia, D., & Drajati, N. A. (2018). English teachers’ perceptions of text to speech software and Google site in an EFL classroom: What English teachers really think and know. International Journal of Education and Development using ICT, 14(3), 183–192. Retrieved from http://ijedict.dec.uwi.edu/viewarticle.php?id=2513 Abstract: “21st century learning may help teachers in getting various listening…
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Viera, R. T., & Sanchez, D. I. V. (2020). Research on technology competencies in EFL language instructors: Technology-pedagogy-content in language teaching. Script Journal: Journal of Linguistics and English Teaching, 5(1), 33-43. https://doi.org/10.24903/sj.v5i1.414 Abstract: “Background: Living in the digital era where the information and communication technologies (ICTs) have extensively changed the way of teaching,…
Comments closedSurayya, S. A., & Asrobi, M. (2020). Tracing technological pedagogical content knowledge (TPACK) on practical EFL teachers in writing context. VOLES: Voices of English Language Education Society, 4(2), 177-190. https://e-journal.hamzanwadi.ac.id/index.php/veles/article/view/2417 Abstract: “With the world demand to provide digital school, this study examines how the integration among technology, pedagogy and content knowledge in…
Comments closedSari, Y. R. (2020). Reflection as a way to grapple TPACK complexity for EFL teachers. Budapest International Research and Critics in Linguistics and Education, 3(2), 894-903. https://doi.org/10.33258/birle.v3i2.981 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a framework to develop the theory to practice in teaching with technology. Therefore, the teacher, as a practitioner…
Comments closedRauf, A. A., Swanto, S., & Salam, S. N.(2021). Exploratory factor analysis of TPACK in the context of ESL secondary school teachers in Sabah. International Journal of Education, Psychology and Counseling, 6(38), 137-146. http://www.ijepc.com/PDF/IJEPC-2021-38-03-12.pdf Abstract: “Despite the fact that plenteous studies on educational technology and strategic domain have been conducted, various studies indicated that EFL…
Comments closedBagheri, M. (2020). Validation of Iranian EFL teachers’ technological pedagogical content knowledge (TPACK) Scale. The Electronic Journal for English as a Second Language, 24(2). http://tesl-ej.org/pdf/ej94/a2.pdf Abstract: “The present study reports the process of developing and validating a self-report questionnaire that can be employed to examine technological pedagogical content knowledge (TPACK)…
Comments closedAnjarani, S. (2020). Unpacking the TPACK framework in EFL context: A review of empirical studies from 2015 to 2019. Jurnal Ide Bahasa, 2(2), 81-90. https://doi.org/10.37296/idebahasa.v2i2.42 Abstract: “Technological Pedagogical Content Knowledge (TPACK) has been implemented as a conceptual framework for the knowledge domains that teachers need to master to successfully teach…
Comments closedLuo, M. (2018). Exploring Chinese English-as-a-foreign-language teachers’ beliefs about effective teaching of English reading in primary schools in Zhejiang Province of China and the impact of these beliefs on the teachers’ instructional practices (Doctoral thesis, Edith Cowan University, Perth, Australia). Retrieved from https://ro.ecu.edu.au/theses/2160 Abstract: “The English curriculum standards in China have shifted towards…
Comments closedKozikoglu, I., & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers’ technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20–33. https://www.jlls.org/index.php/jlls/article/view/998/443 Abstract: “The technology has entered our life day by day and the effects of this are felt…
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