The Study of Taiwan EFL (English as Foreign Language) Teachers’ TPACK (Technological Pedagogical Content Knowledge) and Technology-Enhanced Language Teaching Competence (Poster 52)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Empowering Educators: Technological Integration, AI, and Pedagogical Advancements in Teaching

Abstract

This study investigated TPACK competencies and their impact on technology-enhanced language teaching competence (TELTC) among 353 Taiwanese English teachers. Gender and educational stage differences were explored, and adaptive/personalized TPACK components were examined. The study aimed to capture the contextual nature of TPACK and develop a comprehensive understanding of teachers' TELTC by incorporating personalized learning aspects. Results showed that teachers were moderately satisfied with their TPACK, with higher confidence in PCK and CK, but lower confidence in (a) TPACK, and TK. Gender and educational stage influenced specific aspects of TPACK. Teachers frequently utilized ICT for course preparation and application. Workshop training for TPACK and aTPACK positively predicted effective TELTC.

Keywords: TPACK competencies; Technology-enhanced language teaching competence

Authors

• Chiao Ling Huang, National Chi Nan University

• Shu Ching Yang, National Sun Yat-sen University

• Shinhye Hong, National Sun Yat-sen University

• Yu Mei Liu, National Sun Yat-sen University