Chien, C.-W. (2016). Investigating Taiwanese EFL digital natives’ TPCK in teaching English to digital immigrants. International Journal of Technology Enhanced Learning, 8(2). doi:10.1504/IJTEL.2016.078082 Abstract: “This study investigates 23 Taiwanese EFL digital natives’ technological paedagogical content knowledge (TPCK) in teaching English to 23 digital immigrants in a Multimedia in English Instruction class…
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Mei, B., Brown, G. T. L., & Teo, T. (2017). Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74–104. https://doi.org/10.1177/0735633117700144 Abstract: “Despite the rapid proliferation of information and communication technologies,…
Comments closedLimbong, E. (2016). Designing and developing supplemental technology and PACI model materials through blended learning methods. Journal of Culture, English Language Teaching & Literature, 16(2), 271-304. Retrieved from http://journal.unika.ac.id/index.php/celt/article/view/771/pdf_13 Abstract: “The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knowledge (PK) and…
Comments closedIsler, C., & Yildrim, O. (2018). Perceptions of Turkish pre-service EFL teachers on their technological pedagogical content knowledge. Journal of Education and Future, 13, 145–160. https://dergipark.org.tr/tr/pub/jef/issue/35229/390947 Abstract: “The purpose of this study is to investigate perceptions of Turkish pre-service EFL (English as a Foreign Language) teachers related to their level of Technological Pedagogical…
Comments closedRahman, A. S. A., & Harun, R. N. S. R. (2018). TESL pre-service teachers’ TPACK: A review. International Journal of Academic Research in Business and Social Sciences, 8(2), 795–804. doi:10.6007/IJARBSS/v8-i2/3986 Abstract: “The TPACK framework represents a significant role in fostering pedagogical improvement of education in the twenty-first century learning. The use…
Comments closedOktalia, 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…
Comments closedViera, 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…
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