Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching
Mohammed Debbagh, W. Monty Jones, Virginia Commonwealth University, United States, United States
EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their rationales for incorporating technology into their instructional practices in teaching oral communication skills. The four teachers taught adult learners at the intermediate and advanced levels of an English Language program at a university in the Southeastern United States in spring of 2015. The survey results reported low mean scores in teachers’ technological knowledge but higher mean scores for the constructs of technological content knowledge, technological pedagogical knowledge, and TPACK. The data gathered from class observations and interviews suggested that teachers’ pedagogical approaches determined the extent to which technology was used in class.
Debbagh, M. & Jones, W.M. (2017). Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 739-751). Washington, DC: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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