ESL teachers’ use of ICT in teaching English literature: An analysis of teachers’ TPCK

Zainal, Azlin Zaiti

doi:10.1016/j.sbspro.2012.02.047

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…Interestingly, almost equal percentages of them (77% and 76 respectively) could design relevant learning experiences to promote student learning and select technologies for learning assessment. The recent case study of ESL teachers from three different schools in Malaysia seems to corroborate the related findings that integrating technology in mastering English can promote learners to explore English literature actively [35]. However, the ESP teachers' ability to think critically about how to use technology in ESP classroom, select appropriate technologies for enhancing the teaching approach, and evaluate the appropriateness of technologies for teaching were experienced by somewhat low percentages of ENP teachers (60%, 62,9%, and 65% respectively).…”

Section: Technological Pedagogical Knowledge (Tpk) Of Esp Teacherssupporting

confidence: 68%

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Mulyadi

Wijayatingsih

Budiastuti

et al. 2020

Int. J. Emerg. Technol. Learn.

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Abstract— The onslaught of technology in language learning necessitates ESP teachers to enhance their teaching quality by integrating technology, pedagogy, and subject matters. To this end, the present research was an effort to discern Technological Pedagogical and Content Knowledge (TPACK) of ESP teachers in a blended learning format. A modified online survey comprising 28 closed-ended questions were administered to 70 ESP instructors of nursing purposes from 35 Universities in Indonesia. The data were analyzed statistically to be depicted in descriptive statistics (percentages of frequencies, means, and standard deviations). As a result, three out of four TPACK subdomains, including technological content knowledge (TCK), and Technological Pedagogical Knowledge (TPK), Technological Pedagogical and Content Knowledge (TPACK) have been mastered by most ESP teachers. However, they have to improve their pedagogical content knowledge (PCK). The current research also contributes some empirical insights into how ESP teachers can construct the overarching ESP instruction in English for nursing purposes integrating TPACK.

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Section: Technological Pedagogical Knowledge (Tpk) Of Esp Teacherssupporting

confidence: 68%

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Mulyadi

Wijayatingsih

Budiastuti

et al. 2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

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“…ITC expert, (Cakici, 2016), also said that today's technology is not a strange thing in teaching, especially English speaking, which is western about technology, how many people themselves create multimedia in various forms so that students anywhere in the world can access and use it into the system. their teaching (Zainal, 2012). Then as what Lichy et al (2014), also said that with the concept of teaching foreign languages in non-English speaking countries, namely the imitation system of typing people's learning content, this could be done with the help of technology, namely teachers and schools can bring appropriate technology into payment classes so that there are children if they want to imitate how native speakers are more a way they can directly imitate what get through the digital technology they use in the classroom (Karakaş, 2013).…”

Section: Resultsmentioning

confidence: 99%

relevance of speaking skills with improving digital literacy skills

Muhammadiah

Pattiasina

Khasanah³

et al. 2021

irjmis

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The author believes that learning English, especially speaking skills, is closely related to the mastery of digital literacy skills among students at schools and universities. To prove the assumptions and beliefs of the authors of this study, take a look at some of the data that has been published in various journals, books, and proceedings, as well as other internet data sources. Furthermore, to make it easier for us to answer the questions in this review, we have carried out a series of data analyses and studies by incorporating a coding system and in-depth evaluation and interpretation so that we can derive findings in response to these questions. Study the questions on the basis that, they are valid and reliable. For example, we visited Taylor and Francis Elsevier publications, Google book publications, academic databases, and domestic publication journals. After a series of criticisms of the data and discussion of the findings, we can finally say that there is strong evidence that there is a relevance between successful mastery of speaking skills and digital literacy skills among students. So with these results, we hope that these findings can be input in studies of the success of learning English.

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“…High-performing integration of ICT in teaching classes depends on a lot of factors. One of the important factors is knowledge and skills of teachers to appropriately apply ICT in classrooms [30][31][32]. When teachers have more experience of usage of Educational Technological Equipment (ETE), they can pay more attention on teaching and interaction with students.…”

Section: Class Interaction With Educational Technological Equipmentmentioning

confidence: 99%

Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

2021

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This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrated instructional approaches. This requires the implementation of a set of professional development activities. As a research methodology, we use a mixed method approach based on collecting eye tracking data in the first phase and, then, focus on comparative teacher self-reflection using data analysis and qualitative interviews. Finally, based on the collected qualitative and quantitative data, educational experts develop and present recommendations on the scope and direction of professional development. As a result of this study, a comprehensive set of the eye tracking data from the experiment involving 93 participants in total and 23 recorded lessons is presented. This includes variables such as number of visits, time to first fixation, number of fixations, and fixation duration vertically and horizontally. The discussion presents the results of the qualitative part of the study, including comprehensive teachers’ feedback. In conclusion, an integrated training program for in-service language teachers is presented, including an eye tracking experiment that provides data for extensive self-reflection and feedback.

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ESL teachers’ use of ICT in teaching English literature: An analysis of teachers’ TPCK

Cited by 7 publications

References 8 publications

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

relevance of speaking skills with improving digital literacy skills

Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

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