Exploring the Implementation of TPACK Framework in a Chinese EFL Classroom

Abstract

Technological pedagogical content knowledge (TPACK) is used to define the knowledge of teachers when integrating technology into teaching practices. The study intends to explore the experience of an EFL teacher who uses the TPACK framework in the classroom, and investigate the challenges and opportunities faced by the teacher. Observation, semi-structured interviews, and document analysis were used to collect the data and gather information. The study employed narrative inquiry as well as thematic analysis to analyze the data. The participant was an experienced EFL teacher at a public university in China. The finding reveals that integrating technology into English teaching is challenging due to the lack of digital literacy, technological operation problems, and diverse student' s preferences. However, technology integration provides the teacher with some opportunities to motivate students' engagement, enrich diverse learning input, and enhance evaluation and feedback. The study also provides some implications and suggestions for the future study.