Shakil, E., & Siddiq, S. (2024). ESL teachers’ perceptions about ChatGPT as a threat to analytical writing abilities of ESL learners at graduate level. Pakistan Languages and Humanities Review, 8(1), 115–128. https://doi.org/10.47205/plhr.2024(8-I)10 Abstract: “This study is aimed at exploring the perceptions of ESL teachers about ChatGPT as a detriment to analytical writing…
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Novita, D., Purwati, O., & Anam, S. (2022). In-service EFL teachers’ sociocultural-based TPACK beliefs and practices: Voice of teachers and students. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 23(1), 278-293. https://callej.org/index.php/journal/article/view/381 Abstract: “Many aspects of English as a foreign or second language (EFL/ESL) teachers and students’ technological pedagogical content knowledge (TPACK)…
Comments closedShiu, W. H. C. (2024). Teacher learning in Hong Kong: Primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19. Teachers and Teaching. https://doi.org/10.1080/13540602.2024.2328017 Abstract: “This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case…
Comments closedSofendi, Inderawati, R., & Vianty, M. (2021). Technology use and technology-related learning experiences as perceived by Indonesian tertiary EFL students. International Journal of Applied Linguistics & English Literature, 10(3), 33–40. https://doi.org/10.7575/aiac.ijalel.v.10n.3p.33 Abstract: “Research aiming at investigating Technological Pedagogical Content Knowledge (TPACK) has been extensively conducted and measured by TPACK instruments developed…
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