Jul 2026· AMC Multidisciplinary Research Journal· Vol 5, pp. 1-10· 0 citations· 24 references
TL;DR
It is argued that EFL-TPACK offers a nuanced and contextually appropriate lens for understanding technology integration in language education, addressing the specific needs of EFL teachers who must navigate the intersection of language content, pedagogical strategies, and rapidly evolving technological tools.
Abstract
The integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) has become increasingly crucial in modern education, yet understanding how teachers effectively navigate the complex interplay between technology, pedagogy, and content remains a significant challenge. This theoretical review addresses this gap by presenting EFL-TPACK (English as a Foreign Language – Technological Pedagogical Content Knowledge) as a comprehensive framework synthesized from two established theoretical traditions: Technological Pedagogical Content Knowledge (TPACK) and Computer-Assisted Language Learning (CALL). Drawing on Mishra and Koehler's (2006) foundational TPACK framework and its subsequent adaptation for EFL contexts, this article provides a systematic examination of EFL-TPACK's theoretical foundations, its seven constituent knowledge domains, and its applicability for exploring teachers' knowledge, perceptions, and practices regarding ICT integration in ELT classrooms. The framework integrates principles of social constructivism with TPACK, acknowledging the socio-constructivist nature of learning while emphasizing the crucial role of technology in shaping effective language teaching practices. This review argues that EFL-TPACK offers a nuanced and contextually appropriate lens for understanding technology integration in language education, addressing the specific needs of EFL teachers who must navigate the intersection of language content, pedagogical strategies, and rapidly evolving technological tools. The article concludes by outlining implications for research, teacher education, and practice, and by identifying directions for future empirical investigation.
Evidence-informed guidance is provided for designing EFL teacher education programs that address integration obstacles while supporting meaningful technology adoption in language teaching contexts.
Dwiniasih Dwiniasih, F. Yusuf, A. Muslim et al.· The International Journal of...· 0 citations
Although schools are increasingly equipped with digital facilities, adequate infrastructure does not necessarily ensure meaningful technology integration in English language classrooms, particularly across different language skills. This study examines how three English teachers at a technology-equipped private junior high school in Palu enacted Technological Pedagogical and Content Knowledge (TPACK) and identifies the challenges constraining its implementation. A qualitative case study design was employed, with data collected through nine classroom observations and semi-structured interviews. The data were analyzed through data condensation, data display, and conclusion drawing, using the TPACK framework and Ertmer’s two-order barrier model as deductive coding categories. The findings reveal that TPACK enactment varied across language skills. Teachers selected technology purposefully in writing and reading lessons but relied predominantly on convenience-based choices in speaking lessons, where technology integration was weakest. Technology generally served as pedagogical support rather than as a structurally essential component of instruction, with only one of the nine observed lessons demonstrating fully integrated TPACK. First-order barriers were largely absent because the school provided sufficient infrastructure, whereas second-order barriers arose from teachers’ limited technological repertoire and difficulties in designing technology-based assessments rather than from negative attitudes toward technology. An additional constraint not fully captured by Ertmer’s framework involved students’ inconsistent access to devices and limited familiarity with digital applications. The study concludes that infrastructural adequacy alone does not guarantee integrated TPACK enactment. These findings extend understanding of skill-specific technology integration in English language teaching and imply that teacher professional development should prioritize the expansion of technological repertoires and technology-based assessment capabilities. They also suggest that existing barrier models should incorporate classroom-level constraints related to students’ access and digital competence.
Bela Bestari, Aminah, Mukrim· Journal multidisciplinary sc...· 0 citations
Task-Based Language Teaching (TBLT) has been widely known as a promising approach within Communicative Language Teaching (CLT), yet its implementation in English as a Foreign Language (EFL) settings frequently reveals a clear gap between theoretical ideals and classroom realities. This paper critically examines that gap, paying particular attention to how Long’s (1981) Interaction Hypothesis fares against the everyday constraints of managing instruction in Chinese middle schools. Drawing on empirical studies and key frameworks—including Krashen’s (1985) Input Hypothesis and Ellis’s (2003) work on task complexity—the analysis identifies a set of obstacles: teachers’ insufficient pedagogical preparation, students’ entrenched examination-oriented habits, and the logistical difficulties of fostering interaction in overcrowded classrooms. The tension between linguistic accuracy and communicative fluency is also addressed. Possible responses include differentiated task design, dynamic scaffolding, and strategic integration of Computer-Assisted Language Learning (CALL). The conclusion is that TBLT’s sustainability depends on pragmatic alignment with local socio-cultural conditions, not on wholesale replication of Western instructional models.
Shuming Qiu· Academic Journal of Educatio...· 0 citations
This article presents the theoretical model TPACKI - Technological Pedagogical Content Knowledge Imaginary - proposed as an expansion of the TPACK model (MISHRA; KOEHLER, 2006), through the incorporation of creative imaginary knowledge as a constitutive dimension of mathematics teaching practice mediated by digital technologies. The TPACK model articulates three fundamental domains - technological, pedagogical, and content knowledge - to support the teacher's work in technologically enriched learning environments. However, it is argued that teachers' choices regarding content, pedagogical practices, and technologies to be used are deeply subject to the records contained in the teacher's imaginary, constructed throughout their life history and positive or negative experiences. The qualitative base research, conducted with eight pedagogue teachers of Mathematics in Elementary School in the state of Maranhão, used Discursive Textual Analysis (DTA) as the method for analyzing data collected through questionnaires and semi-structured interviews. From the analysis, three categories emerged - Teacher Training and school experiences; Personal experiences and the teacher's technological imaginary; Use of Technologies and teaching work - which underpin the proposition of TPACKI. The model proves to be feasible in practice, recognizing the mechanisms of thought organization of the Mathematics teacher and characterizing the importance of an interactive reality between perception, imaginary, content, pedagogy, and technology.
Vicente Henrique de Oliveira Filho· Peer Review· 0 citations
English as a Foreign Language (EFL) instruction faces a persistent gap: no principled framework currently guides how multimodal digital tasks should be designed to develop college-level learners’ integrated reading, writing, listening, speaking, and digital skills, even as digital technologies and multimodal communication continue to reshape the field. This conceptual paper addresses that gap by proposing a theoretically grounded framework for designing such tasks. Using a systematic narrative synthesis of empirical and conceptual research published between 2020 and 2025 (with foundational earlier sources retained where still influential), the framework integrates five theoretical traditions (Task-Based Language Teaching, multiliteracies pedagogy, social semiotic theory, sociocultural theory, and multimedia learning theory) into five interconnected dimensions: theoretical grounding, multimodal task design principles, digital tool integration criteria, skill integration mapping, and multimodal assessment design. The resulting framework offers a structured, evidence-informed basis for task design, illustrated through a sample multimodal documentary-project task. As a conceptual contribution, the framework has not yet been tested empirically, and its applicability across institutional and cultural contexts, particularly under-resourced ones, remains to be established. The paper concludes with implications for curriculum designers, language teachers, teacher educators, and policymakers, and outlines directions for future empirical validation.
Information and Communication Technology (ICT) has gradually reshaped English language teaching by making classroom practices more interactive and learner-centred in higher education. In engineering education, this shift has created new opportunities to enhance students’ language learning experience and encourage more active classroom engagement. This study is framed within the Technological Pedagogical Content Knowledge (TPACK) framework, which helps explain how ICT is integrated into engineering English classrooms and how it supports language learning through the combined influence of technology, pedagogy, and subject knowledge. A quantitative survey design was adopted, and data were collected from 86 engineering students using a structured Likert-scale questionnaire in selected higher educational institutions in India. The responses were analysed using IBM SPSS and Microsoft Excel. The findings suggest that ICT integration improves student engagement, provides better access to learning resources, and supports the gradual development of English language skills among engineering students in higher education.
Inbavalli A, Dr. Jeyanthi B· Stanzaleaf International Jou...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
