An Investigation of TPACK-Practical for Teaching English as a Foreign Language

Year 2023, Volume: 10 Issue: 3, 532 - 554, 30.12.2023

Eda Yapıcı , Ismail Mirici

https://doi.org/10.30900/kafkasegt.1357635

Abstract

Technological Pedagogical Content Knowledge (TPACK) has been a common subject for different educational purposes from the planning of teaching process to testing and assessment practices. The term "TPACK-Practical" refers to a framework based on teachers' knowledge and experience that takes into account the theoretically described TPACK model's structure and the process of teaching practice. The present study aims to describe the nature of technology integration among Turkish EFL in-service instructors by exploring their skill levels to implement their TPACK-Practical in their classroom practices, and by explaining the relationships between these skill levels and some demographic variables. The research was conducted in the contexts of the Schools of Foreign Languages at various universities in Turkey at the end of the second term of 2022/2023 academic year. All EFL instructors teaching at the university level are the study's target population; however, the convenience sample chosen for the study on a voluntary basis only included 155 EFL instructors from these schools who responded to the questions on the data collection instrument (TPACK-Practical scale developed by Yeh et al., 2014). To comprehensively understand the participant profile and collect data to analyze the relations between the variables, the participants' demographic characteristics were also considered. The study has a quantitative research design that employs descriptive statistics to describe the demographic information and scale results; and correlation analysis, independent sample t-test, and ANOVA test to explain the relationships between the variables. Results of the study have revealed that EFL instructors generally use their TPACK-Practical skills in classroom applications at a "sufficient" level (at the lowest level in the Assessments area and at the highest level in the Subject Content area), and that demographic variables have no significant effect on their technology integration skills.

Keywords

TPACK, TPACK-Practical, EFL, technology integration.

Ethical Statement

In this study, we declare that the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" are complied with and that we do not take any of the actions based on "Actions Against Scientific Research and Publication Ethics". At the same time, we declare that there is no conflict of interest between the authors, which all authors contribute to the study, and that all the responsibility belongs to the article authors in case of all ethical violations. The Ethics Committee approval was provided by Hacettepe University Ethics Commission on 13th June, 2023 with the registration number of E-35853172-300-00002915053.

Thanks

The article has been generated as part of the unpublished PhD thesis of the first author supervised by the second author. The instructors who volunteered to participate in this study deserve immense gratitude from the authors for their support and contributions during the process of data collection.

References

• Ahmed, K. H., & Tümen Akyildiz, S. (2022). Determining the role of digital literacy in EFL teaching concerning the views of Turkish EFL Teachers. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (29), 966–986. doi: 10.29000/rumelide.1164991
• Alqurashi, E. & Samarin, S. (2015, October). In-Service English Language Teachers’ Knowledge of Technology Integration Into The Classroom. Paper presented at the the 2015 International Business and Education Conference, Las Vegas, NV, USA. doi:10.13140/RG.2.1.3297.1924
• Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., & Zagami, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Journal of Educational Technology & Society, 19(3), 47–57. Retrieved from: https://www.jstor.org/stable/10.2307/jeductechsoci.19.3.47
• Aktaş, İ., & Özmen, H. (2022). Assessing the performance of Turkish science pre-service teachers in a TPACK-practical course. Education and Information Technologies, 27(3), 3495-3528. doi: 10.1007/s10639-021-10757-z
• Apuke, O. D. (2017). Quantitative Research Methods: A Synopsis Approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), 40–47. doi:10.12816/0040336
• Ay, Y., Karadağ, E., & Acat, M. B. (2015). The Technological Pedagogical Content Knowledge-practical (TPACK-Practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers & Education, 88, 97-108. doi: 10.1016/j.compedu.2015.04.017
• Biletska, I. O., Paladieva, A. F., Avchinnikova, H. D., & Kazak, Y. Y. (2021). The Use of Modern Technologies by Foreign Language Teachers: Developing Digital Skills. Linguistics and Culture Review, 5(2), 16–27. doi: 10.21744/lingcure.v5nS2.1327
• Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1–13. doi: 10.1016/j.compedu.2016.11.003
• Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. doi: 10.11648/j.ajtas.20160501.11
• Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. doi: 10.1007/s11423-020-09767-4
• Hsu, C.-Y., Liang, J.-C., Chuang, T.-Y., Chai, C. S., & Tsai, C.-C. (2021). Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: A study of their structural models and teaching experiences. Educational Studies, 47(6), 734–750. doi: 10.1080/03055698.2020.1729099
• Hsu, C.-Y., Tsai, M.-J., Chang, Y.-H., & Liang, J.-C. (2017). Surveying In-Service Teachers’ Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games. Journal of Educational Technology & Society, 20(1), 134–143. Retrieved from: https://eric.ed.gov/?id=EJ1125881
• Hsu, L., & Chen, Y.-J. (2018). Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework. International Journal of Information and Education Technology, 8(6), 455–458. doi: 10.18178/ijiet.2018.8.6.1081
• Ivanović, M., Milićević, A. K., Aleksić, V., Bratić, B., & Mandić, M. (2018). Experiences and perspectives of Technology-enhanced learning and teaching in higher education–Serbian case. Procedia Computer Science, 126, 1351-1359. doi: 10.1016/j.procs.2018.08.086
• Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Retrieved from: https://www.learntechlib.org/primary/p/29544/
• Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762. doi: 10.1016/j.compedu.2005.11.012
• Larson‐Hall, J., & Plonsky, L. (2015). Reporting and interpreting quantitative research findings: What gets reported and recommendations for the field. Language Learning, 65(S1), 127-159. doi:10.1111/lang.12115
• Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive Analysis in Education: A Guide for Researchers (NCEE 2017–4023). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from: https://files.eric.ed.gov/fulltext/ED573325.pdf
• Mailizar, M., Hidayat, M., & Artika, W. (2021). The effect of demographic variables on mathematics teachers’ TPACK: Indonesian context. Journal of Physics: Conference Series, 1882(1), 012041. doi: 10.1088/1742-6596/1882/1/012041
• Malik, S., Rohendi, D., & Widiaty, I. (2019, February). Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) Integration: A Literature Review. Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018), 299, 498–503. Bandung, Indonesia: Atlantis Press. doi: 10.2991/ictvet-18.2019.114
• Mirici, İ. H., & Demirbaş, S. (2013). How to Turn the Epostl into an Electronic Setting: The E-epostl. Procedia - Social and Behavioral Sciences, 106, 1368–1377. doi: 10.1016/j.sbspro.2013.12.152
• Mirici, İ. H., & Kavaklı, N. (2017). Teaching the CEFR-oriented practices effectively in the MA program of an ELT department in Turkey. International Online Journal of Education and Teaching (IOJET), 4(1), 74-85. Retrieved from: http://iojet.org/index.php/IOJET/article/view/159/151
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054. Retrieved from: https://journals.sagepub.com/doi/abs/10.1111/j.1467-9620.2006.00684.x
• Mitchell, C., Friedrich, L., & Appleget, C. (2019). Preservice teachers’ blogging: Collaboration across universities for meaningful technology integration. Teaching Education, 30(4), 356–372. doi: 10.1080/10476210.2018.1486815
• Mohajan, H. K. (2020). Quantitative Research: A Successful Investigation in Natural and Social Sciences. Journal of Economic Development, Environment and People, 9(4), 52–79. doi: 10.26458/jedep.v9i4.679
• Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1632010. doi: 10.1080/2331186X.2019.1632010
• Pangket, W. F. (2022). Technological Pedagogical and Content Knowledge (TPACK) of English Language Teachers and Their Teaching Practices. Journal of Positive School Psychology, 6(2), 5302-5313. Retrieved from: https://journalppw.com/index.php/jpsp/article/view/3184
• Pittman, T., & Gaines, T. (2015). Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research and Development, 63(4), 539–554. doi: 10.1007/s11423-015-9391-8
• Queirós, A., Faria, D., & Almeida, F. (2017). Strengths And Limitations Of Qualitative And Quantitative Research Methods. European Journal of Education Studies, 3(9), 369–387. doi: 10.5281/zenodo.887089
• Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33–35. doi: 10.21839/jaar.2018.v3iS1.165
• Salkind, N. J. (2013). Statistics for people who (think they) hate statistics: Excel 2010 edition. Thousand Oaks, Calif: SAGE Publications.
• Sarıçoban, A., Tosuncuoğlu, İ., & Kırmızı, Ö. (2019). A technological pedagogical content knowledge (TPACK) assessment of pre- service EFL teachers learning to teach English as a foreign language. Journal of Language and Linguistic Studies, 15(3), 1122–1138. doi: 10.17263/jlls.631552
• Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation Coefficients: Appropriate Use and Interpretation. Anesthesia & Analgesia, 126(5), 1763–1768. doi: 10.1213/ANE.0000000000002864
• Shulman, Lee S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. doi: 10.2307/1175860
• Şentürk, B., & Mirici, İ. H. (2019). Does the ELP promote learning English as a foreign language at tertiary level? Journal of Language and Linguistic Studies, 15(2), 695–718. doi: 10.17263/jlls.586815
• Soler-Costa, R., Moreno-Guerrero, A.-J., López-Belmonte, J., & Marín-Marín, J.-A. (2021). Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science. Sustainability, 13(3), 1-20. doi: 10.3390/su13031481
• Tondeur, J., Kershaw, L. H., R. Vanderlinde, R., & Van Braak, J. (2013). Getting inside the black box of technology integration in education: Teachers’ stimulated recall of classroom observations. Australasian Journal of Educational Technology, 29(3). doi: 10.14742/ajet.16
• Willermark, S. (2018). Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 2016. Journal of Educational Computing Research, 56(3), 315–343. doi: 10.1177/0735633117713114
• Yeh, Y., Hsu, Y., Wu, H., Hwang, F., & Lin, T. (2014). Developing and validating technological pedagogical content knowledge‐practical (TPACK‐practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707–722. doi: 10.1111/bjet.12078