Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education

Abstract

The pandemic has brought online learning as the new norm in education, which invokes many issues, particularly in the quality of online education. The quality of teacher education is being questioned, particularly in imparting adequate Technological Pedagogical Content Knowledge (TPACK), which seems to be lacking in preparing teachers for sudden online learning. Though many studies were clustered around TPACK, there is still an unfilled gap in identifying whether the pre-service teachers are ready to teach online classes alongside their TPACK. Hence, this paper aims to determine (1) the level of TPACK and readiness and (2) the relationship between TPACK and readiness for English for Foreign Language (EFL) pre-service teachers in online learning during the pandemic. A survey was distributed to 197 EFL pre-service teachers with 35 items, in which the level of TPACK and readiness were analyzed descriptively with the mean score. The Pearson correlation examined the relationship between TPACK domains and readiness. The main findings showed that the level of TPACK and readiness of EFL pre-service teachers were high, particularly for Technological Knowledge (TK). However, the correlation results showed a weak positive correlation between TPACK domains and readiness. The highest correlation was between Technological Content Knowledge (TCK) and readiness, which is a new finding contributing to the body of knowledge. This paper implied that TPACK should also look into the online teaching readiness of pre-service teachers so that they are well equipped with the online pedagogical knowledge for effective teaching and learning.

Predicting student and instructor e-readiness and promoting e-learning success in online EFL class during the COVID-19 pandemic: A case from China

“…Similar impediments in the pre-course phase, course delivery phase and course completion phase between students and instructors covered: expensive payment for the internet connectivity, weak and feeble signal, no or little interaction, absent-minded (student) in the class, no peers (student) to have face-to-face group work, lack of learning/teaching passion, poor eyesight/eye fatigue, no or little feedback from students/instructors, lack of instant help-desk service, and low learning efficiency, which is to some degree, consistent with the finding of Rafiq Karmila Rafiqah M. et al [ 15 ].…”

“…Cutri Ramona Maile et al [ 38 ] pointed out that while some of the faculty felt forced to moved online, others felt well-prepared and enjoy it or come to enjoy it. However, in 2022, the United Nations Educational Scientific and Cultural Organization (UNESCO) reported that online education lacks quality because teachers are unprepared for online pedagogical knowledge [ 15 ].…”

“…Until now, this web-based course, with three-years’ perfection and enhancement, witnessed great changes in various aspects. However, while online education was bringing flexibility and convenience, the sudden shift of education from physical to online learning due to the pandemic has brought upon new worries and burdens around the globe [ 15 ], and problems occurred: expensive data traffic, weak and feeble signal, less interaction between students and instructors/students, absent-minded in class.…”

A Digital Approach to Teach Synthesis Writing for a Defence University: A Needs Analysis

“…However, the COVID-19 pandemic has compelled universities worldwide to shift entirely to an online learning mode, emphasizing the educators' full utilization of digital platforms. Digital platforms have been made the new normal in education after the pandemic (Rafiq et al, 2022b;Lukas & Yunus, 2021). Although universities have re-opened, the mode of learning in universities has diversified to a hybrid learning system where physical classes are seamlessly combined with online sessions (Hilli et al, 2019).…”

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era

“…Technology continues to develop in significant ways to assist English as a Second Language (ESL) teachers in facilitating language learning for their students (Wei et al, 2023 ). However, the abrupt shift in the delivery mode of ESL lessons due to the emergence of the COVID-19 pandemic has resulted in widespread challenges for access to quality education, as highlighted by the fourth Sustainable Development Goal (SDG) (Rafiq et al, 2022 ). Accordingly, the COVID-19 pandemic forced almost all countries around the world to switch from conventional teaching methods to the alternative of fully-fledged online teaching and learning (Ye et al, 2023 ).…”