A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching

Tseng, Jun Jie; Chai, Ching Sing; Tan, Lynde; Park, Moonyoung

doi:10.1080/09588221.2020.1868531

Cited by 95 publications

(81 citation statements)

References 58 publications

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“…Therefore, the present study adopted the AS-unit in computing the metrics of complexity. Tseng et al (2020) suggested that course instructors should raise consciousness in integrating emerging technologies such as ASR technology into their pedagogical practice. However, as mentioned, few studies have integrated ASR technology into flipped EFL instruction.…”

Section: Complexity In Efl Researchmentioning

confidence: 99%

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Jiang

Jong

Lau

et al. 2021

AJET

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The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all students’ in-class task performance was recorded, based on which the metrics of oral complexity were coded and computed. A two-way between- and within-subjects repeated measures design was conducted to examine the effects of the group factor, the time factor and the group × time interaction effects. The results showed that the EG students performed statistically better than their counterparts in the CG on lexical complexity and syntactic complexity. Moreover, significant improvement in phrasal complexity was witnessed over time in both groups. Significant group × time interaction effects were witnessed on overall complexity or subordination complexity. The gradients of the EG trajectories of the two metrics were greater than those of the CG. However, on phrasal complexity, the interaction effect was not significant.

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Section: Complexity In Efl Researchmentioning

confidence: 99%

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Jiang

Jong

Lau

et al. 2021

AJET

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“…Previous research have shown that teachers had trouble analyzing the TPACK aspects that were meant to be included into lesson plans. It may not even be applicable in the real-world situation (Tseng, et. al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Istiningsih

2022

WJET

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To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, educational curricula.

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“…Heath and Segal (2021) report that initially their student-teachers also "wrestled with moving face-to-face technology integration to an online format" (p. 827). Tseng et al (2020) observed that most teachers displayed "the dominant use of technology in traditional teacher-centered teaching" (p. 1). Both assertions may ring true for the student-teachers, who, prior to practicum online, had integrated technology to enhance the faceto-face classroom experience as either a teacher or learner and saw technology as a means to engage learners in the learning process rather than as a means to promote learner-centered lessons (Chapelle, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Other studies concentrate more on online teaching and teachers' perceptions thereof, building mostly on interviews and surveys (Coolican et al, 2020;Gao & Zhang, 2020;Spoel et al, 2020). Teachers involved in these three studies report that the training and experience of working in the online environments was a challenging one, thus pointing to the tpack model mentioned above (Mishra & Koehler, 2006; see also Tseng et al, 2020). It follows that some tasks that are normally done in faceto-face classes need to be done in a different way or reframed completely when teaching online.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Firstly, the practical experience of students cannot be reduced to the "training" of classroom procedures, but it should be meaningfully linked to the body of knowledge addressed and developed in other courses within teacher education programs. This includes the concept of pedagogical content knowledge (pck; Shulman, 1987) which has been extended to technological and pedagogical content knowledge (tpack) by incorporating technology knowledge (Mishra & Koehler, 2006; see also Tseng et al, 2020, Nasri et al, 2020Gao & Zhang, 2020;Heath & Segal, 2021). This seems to be central when the teaching and learning processes are to be realized in online environments, as is the case with the covid-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

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"And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

Fořtová

Sedláčková

Tůma

2021

Íkala

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The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

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A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching

Cited by 95 publications

References 58 publications

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

"And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

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