Examining English Language Teachers' TPACK in Oral Communication Skills Teaching

Autor/inn/en	Debbagh, Mohammed; Jones, W. Monty
Titel	Examining English Language Teachers' TPACK in Oral Communication Skills Teaching
Quelle	In: Journal of Educational Multimedia and Hypermedia, 27 (2018) 1, S.43-62 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	English Teachers; English (Second Language); Pedagogical Content Knowledge; Technological Literacy; Speech Communication; Speech Skills; Speech Instruction; Second Language Instruction; Case Studies; College Second Language Programs; Observation; Teaching Methods; Technology Uses in Education; Adult Students; College Students; Teacher Surveys; Semi Structured Interviews + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Pädagogische Kompetenz; Technisches Wissen; Mündliche Leistung; Sprachfertigkeit; Speech training; Sprechübung; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Collegestudent
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. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01