Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

ID: 50535 Type: Full Paper: Journal Publication
  1. Mohammed Debbagh and W. Monty Jones, Virginia Commonwealth University, United States, United States

Thursday, June 22 2:15-2:45 PM Location: Whitney View on map

No presider for this session.

Abstract: 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.


Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.