Technological Pedagogical Content Knowledge (TPACK) Level and Needs of Pre-Service English as a Foreign Language (EFL) Teachers: Evidence from Turkey

Farhadi, Sepide; Öztürk, Gökhan

doi:10.15517/revedu.v47i1.51920

Cited by 3 publications

(3 citation statements)

References 33 publications

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“…Participants' high degree level of TPACK aligns with various research studies (Abubakir & Alshaboul, 2023;Farhadi & Oeztuerk, 2023;Kozikoğlu & Babacan, 2019;Solak & Recep, 2014). Participants have strong belief (M=4.35) that digital tools and resources may support their professional development, and this is supported by Lee et al (2023), reported technology impacted teacher continuous professional development in their research study.…”

Section: Technological Pedagogical and Content Knowledge (Tpapk)supporting

confidence: 73%

“…There is a wealth of research on TPACK studies in many fields, particularly the social sciences, sciences, and mathematics, but there is a dearth of research on language instruction. A research study conducted by Farhadi & Oeztuerk (2023) in Turkey reported that pre-service EFL teachers generally exhibited a high degree of TPACK proficiency. According to Koh & Sing (2011) study's findings, preservice teachers' views of TPACK were significantly impacted by its components, while demographic variables like gender and age did not significantly influence this process.…”

Section: The Past Studiesmentioning

confidence: 99%

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Examining Labuan ESL Teachers’ Mastery of TPACK in the Teaching of English

Vun Leong,

Md Yunus

2024

IJARPED

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For English as a Second Language (ESL) instruction to be successful in this digital age, the incorporation of technology has become increasingly important in the dynamic field of language teaching. However, there is a dearth of research addressing teachers' Technological Pedagogical and Content Knowledge (TPACK) in Malaysia ESL classroom setting. Hence, this study examined ESL teachers' mastery of TPACK in the teaching of English in Labuan, Malaysia. Sixty-nine ESL Labuan ESL teachers participated this quantitative study by answering an online questionnaire distributed through Google Form via Telegram group. The results showed that teachers had a high level of understanding across all TPACK components. Among the four domains, teachers' technological knowledge was the highest, while teachers have the lowest mastery of pedagogical knowledge. No significant difference was found between teachers' TPACK level and their teaching experience. This study also reported there is a lack of a statistically significant difference in Labuan ESL teachers' TPACK level according to the professional development they have received. The findings of the research offer insight to educators and policymakers as Labuan teachers need to possess the necessary technology literacy skills to ensure the effectiveness of ESL teaching.

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Section: Technological Pedagogical and Content Knowledge (Tpapk)supporting

confidence: 73%

Section: The Past Studiesmentioning

confidence: 99%

Examining Labuan ESL Teachers’ Mastery of TPACK in the Teaching of English

Vun Leong,

Md Yunus

2024

IJARPED

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“…Finally, flexibility and adaptability are essential, as research results focus on the combination of the flipped classroom and gamification to improve motivation, academic performance, and autonomy of university students (Carpena Arias & Esteve Mon, 2022). Another relevant aspect for improving pedagogical practice is international study trip experiences (Ellinghaus et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Suyo-Vega,

Fernández-Bedoya,

Meneses-La-Riva

2024

F1000Res

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Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

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EFL Instructors’ Corpus Literacy and Their Perceptions of Using Corpora to Teach L2 Vocabulary

ONUR

TOSUN

2023

Language Teaching and Educational Research

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Corpus literacy is “the ability to use the technology of corpus linguistics to investigate language and enhance the language development of students (Heather & Helt, 2012, p.417). The recent literature focused primarily on the perceptions of students and teachers about corpus use in learning and teaching vocabulary or investigated corpus literacy alone; but EFL teachers’ corpus literacy with a particular emphasis on vocabulary is not explored. This study used a mixed-methods research design to investigate the corpus literacy of EFL instructors and their perceptions of using corpora to teach second-language vocabulary. A total of 41 EFL instructors working in 17 different state universities in Turkey participated in the study. Data were gathered through a questionnaire and semi-structured interviews. The results showed that the EFL instructors had low to medium levels of corpus literacy. In addition, there was no correlation between corpus literacy and the teaching experience of the participants. The results also showed that despite their familiarity with corpora, the instructors had never used one to teach vocabulary. Furthermore, the majority of the participants learned about corpora and corpus tools during their PhD and MA studies in English language teaching and linguistics, mostly through coursework and publications.

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Technological Pedagogical Content Knowledge (TPACK) Level and Needs of Pre-Service English as a Foreign Language (EFL) Teachers: Evidence from Turkey

Cited by 3 publications

References 33 publications

Examining Labuan ESL Teachers’ Mastery of TPACK in the Teaching of English

Examining Labuan ESL Teachers’ Mastery of TPACK in the Teaching of English

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

EFL Instructors’ Corpus Literacy and Their Perceptions of Using Corpora to Teach L2 Vocabulary

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