HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES -------------------------- NGUYEN PHU LAM PRE-SERVICE EFL VIETNAMESE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND THEIR ATTITUDES TOWARDS TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE TEACHING MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES -------------------------- NGUYEN PHU LAM PRE-SERVICE EFL VIETNAMESE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND THEIR ATTITUDES TOWARDS TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE TEACHING SUPERVISOR: PHAN QUYNH NHU, PH.D MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -------------------------- NGUYỄN PHÚ LÂM TPACK CỦA SINH VIÊN VIỆT NAM CHUYÊN NGÀNH SƯ PHẠM TIẾNG ANH VÀ THÁI ĐỘ CỦA HỌ ĐỐI VỚI VIỆC TÍCH HỢP CÔNG NGHỆ TRONG GIẢNG DẠY TIẾNG ANH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS. PHAN QUỲNH NHƯ THỪA THIÊN HUẾ, 2023 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university. I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself. Signed: Date: 30/10/2023 LIST OF ABBREVIATIONS CK Content Knowledge EFL English as a Foreign Language ICT Information Communication Technology PCK Pedagogical Content Knowledge PK Pedagogical Knowledge TAM Technology Acceptance Model TCK Technological Content Knowledge TPACK Technological Pedagogical Content Knowledge TPK Technological Pedagogical Knowledge TK Technology Knowledge LIST OF TABLES Table 3.1 Reliability statistics of the official questionnaire.
Cronbach’s Alpha coefficient .1 TPACK individual components’ descriptive statistics (CK, PK, TK) .2 TPACK two-dimensional components’ descriptive statistics (PCK, TPK, TCK) 50 Table 4.3 Integrated TPACK descriptive statistics .4 Comparisons between junior and senior pre-service teachers’ TPACK .1 Participants' attitudes towards using technology in teaching and learning (N=60) .1 Correlations between TPACK constructs and participant attitudes towards technology in teaching .1 Predictors of EFL pre-service teachers' TPACK through regression analysis. 61 LIST OF FIGURES Figure 2.1 Technological Pedagogical and Content Knowledge. Semi-structured interview data analysis process. 42 TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP.
EFL Teacher Education Training Programs in Vietnam. Limited Research on TPACK and Attitudes of Pre-service EFL Teachers in Vietnam .2 Gaps in Understanding TPACK and Attitudes Relationship in EFL Teaching. Underexplored Factors Predicting Perceived TPACK in EFL Teaching. Research Objectives and Research Questions:.
Significance of the study. Structure of the Thesis. 10 CHAPTER 2: LITERATURE REVIEW. Using Technology in English Language Teaching.
ICT Integration in EFL Teaching and Learning. ICT Application for English Language Skills. Factors Affecting ICT Application in EFL Contexts. Teachers’ Attitudes Toward Technology Integration.
Contextually-Related Studies. TPACK as a Conceptual Framework .1 Definition of TPACK .2 Historical Aspects of TPACK. TPACK Construct: The Seven Components. TPACK in the EFL Context.
26 CHAPTER 3: RESEARCH METHODOLOGY. Participants of the Study. Data Collection Instruments. 35 TPACK and qualitative research design.
Error! Bookmark not defined.4 Data Collection Procedure .1 Web-Based Survey. Quantitative Data Analysis. Qualitative Data Analysis. Reliability and validity.
Pre-Service EFL Teachers’ TPACK Levels And Attitudes Towards Technology Integration In Vietnam. EFL Teachers’ TPACK Levels. Pre-service Teachers' Attitudes Towards Technology. The Correlation Between Their TPACK Levels And Attitudes Towards Technology Integration.
Factors Predicting Teachers’ Perceived TPACK. EFL Teachers’ TPACK Levels. EFL Teachers’ Attitudes towards Technology Integration. Correlation between TPACK Levels and Attitudes Towards Technology Integration.
Potential Predictors for Pre-Service Teachers’ Perceived TPACK. 73 CHAPTER 6: CONCLUSION AND IMPLICATIONS. Summary of Key Findings. Limitations of the Study.
Recommendations for Future Studies. 91 Appendix A: English Pedagogy Training program at University of Foreign Languages and international studies, Hue University ……………………………………………92 Appendix B: The survey questionnaire …………………………………………….93 Appendix C: Interview questions ………………………………………………….98 ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Phan Quynh Nhu, Ph.D for her considerate assistance, patience, and helpful support. With her thorough guidance, this thesis paper was successfully accomplished. Next, my sincere thanks also go to all junior and senior EFL pre-service teachers at Hue University of Foreign Languages and International Studies, who agreed to participate in my study despite their busy schedules.
Their responses are so valuable and greatly helped me shape the findings of this research. I would also like to extend my thanks to my family and friends who always gave me great encouragement throughout the process of conducting this study. Hopefully, the findings of this study can serve as a useful source for further studies in the language and education field, helping to improve the quality of EFL teaching and learning practice. ABSTRACT This research study delves into the Technological Pedagogical Content Knowledge (TPACK) of Vietnamese English as a Foreign Language (EFL) teachers and their attitudes toward technology integration.
The research primarily targets junior and senior pre-service EFL teachers at Hue University's University of Foreign Languages and International Studies, amassing 60 valid responses through convenience sampling. A mixed-methods research design, amalgamating quantitative and qualitative approaches, guides the investigation of pre- service EFL teachers' TPACK and attitudes towards technology integration. The chosen mixed-methods explanatory research design strives to provide a multifaceted perspective and facilitate triangulation of results. Data collection instruments feature a web-based survey and semi-structured interviews.
The survey encompasses demographic information, attitudes towards ICT, and diverse TPACK dimensions. The findings unveil predominantly positive attitudes among pre-service EFL teachers, deeming computers valuable for enhancing teaching. Nevertheless, varying responses range from enthusiasm to stress related to technology usage. A noteworthy revelation is the strong positive correlation between TPACK levels and favorable attitudes toward technology integration.
Confidence in technology usage fosters positive attitudes. The study unravels moderate positive correlations among individual TPACK constructs, underlining their interdependence within the TPACK framework. Technological Knowledge (TK) surfaces as a significant predictor of TPACK, emphasizing its transformative potential in teaching. While individual predictors may lack significance, their collective impact elucidates the multifaceted nature of TPACK development.
The finding about the significance of TK in predicting TPACK reaffirms the importance of technological knowledge in teacher education and professional development. CHAPTER 1: INTRODUCTION This chapter introduces the background of the research, highlighting its significance and relevance in the field. It provides background information and context to help the reader understand the research's importance. It clearly states the research problem or gap in the existing literature that the study aims to address.
The specific research questions guiding the study are also presented. Research Background In today's rapidly evolving educational landscape, technology has become integral to various aspects of teaching and learning. The field of English as a Foreign Language (EFL) teaching is no exception, as educators seek to harness the potential of technology to enhance language instruction and engage learners in meaningful ways. Technology integration in EFL instruction requires educators to possess unique skills and attitudes that combine pedagogical knowledge, content knowledge, and technological knowledge.
This amalgamation of knowledge, called Technological Pedagogical Content Knowledge (TPACK), is essential for effective technology integration in educational settings. Tseng (2015) states that there is a need to have a TPACK measurement model and tool that has been evaluated for validity and reliability because this helps teachers self - assess the use of IT in teaching to improve quality teaching. In addition, learning about teachers' TPACK helps researchers and trainers understand teachers' ability to apply IT in teaching, thereby building training and professional development programs. The results show that teachers' TPACK knowledge affects their perception of the usefulness and convenience of mobile devices in foreign language teaching.
This relationship affects the ability to maintain teaching through mobile devices. Research in other fields also confirms TPACK's position in training and professional development for teachers (Harris & Hofer, 2011). Within this context, teachers play a pivotal role in successfully integrating technology, such essential roles as fostering positive attitudes toward technology, embracing its use in learning environments, and engaging with various teaching aids, including multimedia resources (Adıgüzel & Berk, 2009). EFL education, in particular, emphasizes the importance of technology for collaboration and positive teaching perspectives (Aydin, 2013; Karpati, 2009).
TPACK is pivotal in aligning the intricate relationship between technological knowledge, pedagogical practices, and content mastery (Mouza et al., 2017), a crucial determinant of teachers' intentions to employ technology (Hsu et al. Like many other countries, Vietnam is witnessing a growing emphasis on technology integration in education. The Ministry of Education and Training in Vietnam has recognized the potential of technology to transform the teaching and learning processes, prompting educators to adapt their instructional practices to meet these evolving demands. Pre-service EFL teachers, currently undergoing training to become educators, are at a critical juncture to effectively acquire the necessary skills and attitudes to integrate technology into their future classrooms.
Understanding the TPACK levels and attitudes of pre-service EFL teachers in Vietnam is crucial for shaping teacher education programs and policies that align with the changing educational landscape. EFL Teacher Education Training Programs in Vietnam In the context of Vietnam's dynamic educational landscape, Foreign Language Universities hold a pivotal role in shaping the future of English as a Foreign Language (EFL) instruction. As English proficiency gains significance globally, the integration of technology into language education is becoming increasingly critical. Foreign Language Universities are at the forefront of preparing pre-service EFL teachers to meet these evolving demands, ensuring that they possess the necessary skills and knowledge to effectively integrate technology into their teaching practices.
Vietnam's Ministry of Education and Training has identified technology integration as a key driver of educational modernization, recognizing its potential to enhance learning outcomes and foster 21st-century skills. Foreign Language Universities, as centers of teacher education, are entrusted with the responsibility of equipping future EFL educators with the competencies to navigate the intersection of language pedagogy and technological advancements (MOET, 2018). While these universities provide comprehensive teacher education training, a gap often emerges between theoretical understanding and practical application. Pre-service EFL teachers frequently encounter challenges when translating their knowledge of technology into effective teaching strategies within language classrooms.
This gap underscores the significance of Technological Pedagogical Content Knowledge (TPACK), a framework that highlights the intricate interplay between technological knowledge, pedagogical practices, and content expertise (Koehler & Mishra, 2009). 3 The EFL teacher education programs at Foreign Language Universities in Vietnam are designed to instill language proficiency and pedagogical skills. However, the integration of technology requires a nuanced understanding of how these skills converge in a technological context. For instance, designing language lessons that effectively incorporate multimedia resources demands not only content mastery but also pedagogical insights into engaging and impactful instructional practices (Chai et al.
To address these challenges, exploring the TPACK levels and attitudes of pre-service EFL teachers within the context of Foreign Language Universities is crucial. The research seeks to identify the factors that contribute to or hinder the effective integration of technology into EFL instruction. By unraveling these factors, the study can provide insights that inform the design of tailored teacher education programs, bridging the gap between theoretical knowledge and practical implementation. The context of EFL teacher education training programs at Foreign Language Universities in Vietnam offers a compelling backdrop for investigating the TPACK levels and attitudes of pre-service EFL teachers.
The intersection of language pedagogy, technology, and teacher preparation underscores the need for a comprehensive exploration that contributes to the enhancement of EFL instruction in the Vietnamese educational landscape.