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دوره 15، شماره 5 - ( 1403 )
جلد 15 شماره 5 صفحات 171-145 |
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Kasim U, Muslem A, Mustafa F, Ibrahim H. TPACK, English Proficiency, and Technology Applications in Pre-service English Teacher Professional Development Teaching Practice. LRR 2024; 15 (5) :145-171
URL: http://lrr.modares.ac.ir/article-14-72105-fa.html
URL: http://lrr.modares.ac.ir/article-14-72105-fa.html
Kasim Usman، Muslem Asnawi، Mustafa Faisal، Ibrahim Husaini. TPACK, English Proficiency, and Technology Applications in Pre-service English Teacher Professional Development Teaching Practice. جستارهای زبانی. 1403; 15 (5) :145-171
Usman Kasim1 
، Asnawi Muslem* 2، Faisal Mustafa3 ، Husaini Ibrahim4
، Asnawi Muslem* 2، Faisal Mustafa3 ، Husaini Ibrahim4
1- Professor of English Language Teaching, English Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia
2- Professor of English Language Teaching, English Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia ،drasnawi@usk.ac.id
3- Assistant Professor, English Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia
4- Associate Professor of Archeology, History Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia
2- Professor of English Language Teaching, English Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia ،
3- Assistant Professor, English Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia
4- Associate Professor of Archeology, History Education Department, Universitas Syiah Kuala, Banda Aceh, Indonesia
چکیده: (1402 مشاهده)
English proficiency as the content knowledge for English as a Foreign Language (EFL) teachers determines their instructional quality. However, previous studies have not focused on the significance of this knowledge in support of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on technology adoption in teaching. Therefore, this study aims at finding out the correlation between TPACK and technology applications, and how technology applications link to teachers’ English proficiency levels. The study adopted a quantitative method, and the data were collected using two questionnaires in Likert scale, one for TPACK and another for technology application. Teachers’ English proficiency levels are determined using the content knowledge dimension of TPACK. The questionnaires were completed online by 74 English pre-service teacher graduates who had participated in a national teacher certification program involving real teaching practice. The data were analyzed using the Spearman correlation coefficient to determine the correlation between TPACK dimensions and technology adoption and ordinal logistic regression analysis to find out the effect of teachers’ English proficiency levels on technology applications. The results show that most TPACK dimensions correlate to technology applications with the level of correlations between 0.26 (weak) and 0.47 (moderate). English proficiency has been found to affect technology applications only among teachers who regularly used technology in teaching. Teachers with high English proficiency used technology in teaching 3.06 times more frequently than those whose English proficiency was low. Therefore, it is recommended that English proficiency development be inscluded in teacher professional development to ensure that teachers use technology in teaching
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