Tpack của sinh viên chuyên ngành sư phạm tiếng anh và thái độ của họ đối với việ tích hợp công nghệ trong giảng dạy tiếng anh

Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- NGUYEN PHU LAM PRE-SERVICE EFL VIETNAMESE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE TPACK

INTRODUCTION

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 Hsu's (2016) study explores the relationship between TPACK knowledge and the use of mobile devices in English teaching among 158 English teachers in Taiwan who participated in a survey about TPACK and its adoption of technology in teaching TAM (Technology Acceptance

Model) 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., 2020)

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

Research Context

1.2.1 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)

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., 2013)

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

At Hue University - University of Foreign Languages, students graduating with a bachelor's degree in English Education have socialist political and moral qualities, have solid knowledge of basic science and educational science, and are qualified for Basic industry knowledge and pedagogical skills, with autonomy and responsibility to teach English to meet the needs of society and current requirements for reforming general education

Below is a summary of the formal Training program in English Pedagogy at University of Foreign Languages and international studies, Hue University Here, the general training objectives are training a bachelor of science major in English in the field of Pedagogy with solid knowledge of basic science and educational science, pedagogical skills, meeting the current requirements of general education innovation The total Training period last for 4 years and the Total knowledge load of the course: 141 credits (not including the content o f Physical Education (5 credits) and National Defense Education (165) hours The Program content include two main blocks, namely the General education knowledge block with 41 credits and the Professional education knowledge block with 100 credits The firs t block includes the following subject groups: Marxist-Leninist Science and Ho Chi Minh Thought (10 credits), Natural Sciences (05 credits), Social Sciences (08 credits), Humanities (04 credits), Foreign Language 2 (14 credits) The Professional education knowledge block encompasses Language knowledge block ( 08 credits), Cultural and literary knowledge block ( 10 credits), Language knowledge block (48 credits), Specialized knowledge block (26 credits), Internship & Internship (05 credits), and Graduation thesis or alternative courses (07 credits) For more information, please refer to Appendix A

1.2.2.1 Limited Research on TPACK and Attitudes of Pre-service EFL Teachers in Vietnam

Despite the growing emphasis on technology integration in education globally, limited research exists specifically addressing the TPACK levels and attitudes of pre-service English as a Foreign Language (EFL) teachers in the Vietnamese context While studies like Graham

(2011) and Voogt et al (2013) have extensively explored TPACK in various educational settings, few studies have focused on the unique challenges faced by pre-service EFL teachers in Vietnam The literature has yet to provide a comprehensive understanding of how pre- service EFL teachers in Vietnam perceive their own technological, pedagogical, and content knowledge, and how these perceptions relate to their attitudes towards incorporating technology into their future classrooms

1.2.2.2 Gaps in Understanding TPACK and Attitudes Relationship in EFL

While there is existing research exploring the relationship between teachers'

TPACK levels and their attitudes towards technology integration in education, these studies often focus on general education contexts rather than the specific domain of EFL teaching For instance, a study by Baran and Uygun (2016) highlighted the significance of TPACK in guiding instructional approaches However, the research gap lies in understanding whether the correlation between TPACK levels and attitudes observed in broader educational contexts holds true for pre-service EFL teachers in Vietnam A study by Raygan and Moradkhani (2020) found that TPACK and attitude significantly predict technology integration, but the applicability of these findings to the EFL context in

1.2.2.3 Underexplored Factors Predicting Perceived TPACK in EFL Teaching

The investigation into factors predicting teachers' perceived TPACK is a relatively underexplored area in the context of pre-service EFL teachers in Vietnam While studies such as Aniq and Drajati (2019) have highlighted the significance of technological pedagogical content knowledge (TPACK) for technology integration, the specific factors shaping perceived TPACK among pre-service EFL teachers remain unknown This

7 research gap calls for an exploration of the factors that are particularly influential for pre - service EFL teachers' perceived TPACK and how these factors might contribute to or hinder effective technology integration in EFL classrooms

In essence, the existing gaps in the literature indicate the need for a localized exploration of pre-service EFL teachers' TPACK levels, attitudes towards technology integration, and the factors that shape their perceived TPACK in the specific context of Vietnam Addressing these gaps could provide valuable insights into enhancing teacher education programs, fostering positive attitudes towards technology, and promoting effective technology integration practices in EFL classrooms.

Research Objectives and Research Questions

The research aims to achieve the following objectives:

1 To assess pre-service EFL teachers’ levels of Technological Pedagogical Content Knowledge (TPACK) and attitudes towards technology integration in the context of Vietnam

2 To investigate the potential correlation between pre-service EFL teachers' TPACK levels and their attitudes towards technology integration in Vietnam

3 To examine the factors that could predict pre-service EFL teachers' perceived TPACK in the Vietnamese educational setting

This research aims to address three main research questions:

1 What are pre-service EFL teachers’ TPACK levels and attitudes towards technology integration in Vietnam?

2 Is there a correlation between their TPACK levels and attitudes towards technology integration?

3 What factors could predict teachers’ perceived TPACK?

Significance of the study

This study holds several significant implications for the field of EFL teacher education and technology integration in Vietnam Firstly, by assessing the TPACK levels and attitudes of pre-service EFL teachers, educators and policymakers can gain insights into the current state of technology integration preparedness among future instructors This information can guide the development of targeted training programs that bridge any existing gaps in knowledge and attitude

Secondly, understanding the potential correlation between TPACK levels and attitudes towards technology integration can shed light on the relationship between technological expertise and pedagogical willingness This insight can guide teacher educators in designing interventions that not only enhance technological competence but also foster positive attitudes toward technology integration

Lastly, identifying factors that predict teachers' perceived TPACK can help in designing effective teacher preparation programs By pinpointing variables that contribute to pre-service teachers' confidence and readiness to integrate technology, teacher education can be tailored to address these factors and provide a more comprehensive training experience.

Research Scope

The research scope for the topic "Exploring pre-service EFL teachers’ TPACK and their attitudes towards technology integration in English teaching" is centered on understanding the technological pedagogical content knowledge (TPACK) levels and

9 attitudes towards technology integration of junior and senior students majoring in English as a foreign Language (EFL) at a Foreign Language University This scope encompasses several key dimensions:

1 Participant Demographics: The study focuses specifically on junior and senior students who are pursuing a major in EFL at a Foreign Language University These participants are in the process of training to become future EFL educators

2 Technological Pedagogical Content Knowledge (TPACK): The research delves into the TPACK framework, which involves the integration of three crucial components: technological knowledge, pedagogical knowledge, and content knowledge The study aims to gauge the participants' proficiency in effectively combining these dimensions to design technology-enhanced instructional strategies for English teaching

3 Attitudes Towards Technology Integration: The research seeks to uncover the attitudes of the junior and senior EFL students towards the incorporation of technology in their future English teaching practices This dimension explores their beliefs, perceptions, and comfort levels related to using technology to support language instruction

4 English Teaching Context: The scope of the research is limited to the context of English teaching It aims to explore how the participants' TPACK and attitudes specifically relate to the field of EFL education

5 Foreign Language University Setting: The study is situated within the context of a Foreign Language University This specific setting is chosen because it is the institution responsible for training future EFL educators The research considers how the university environment and curriculum influence participants' TPACK development and attitudes towards technology

6 Junior and Senior Students: By focusing on junior and senior students, the research aims to capture the development of TPACK and attitudes over the course of their EFL education This distinction allows for insights into how exposure to pedagogical theories, content knowledge, and technology-related coursework shapes their perspectives

7 Exploratory Nature: The research takes an exploratory approach, aiming to provide a comprehensive understanding of the participants' TPACK levels and attitudes It aims to identify patterns, correlations, and potential factors that contribute to or hinder the effective integration of technology in EFL instruction

In summary, the research scope encompasses junior and senior EFL students at a Foreign Language University, focusing on their TPACK levels and attitudes towards technology integration in the context of English teaching The aim is to shed light on their preparedness to incorporate technology into their future classrooms and contribute to the enhancement of EFL teacher education programs.

Structure of the Thesis

This thesis is organized as follows:

● 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

● Chapter 2: Literature Review: This chapter reviews the existing literature on TPACK, technology integration in EFL teaching, and related studies conducted in Vietnam It provides a comprehensive background for the research questions addressed in this study

● Chapter 3: Research Methodology: In this chapter, the research design, participants, data collection procedures, and statistical methods employed in the study are outlined This chapter provides insight into how the research questions will be addressed

● Chapter 4: Findings: The analysis of the data collected is presented in this chapter The TPACK levels, attitudes towards technology integration, and potential correlations are examined in detail

● Chapter 5: Discussion: This chapter interprets the results within the broader context of EFL teacher education and technology integration The implications of the findings are discussed, and recommendations for future research and practice are provided

● Chapter 6: Conclusion: The final chapter summarizes the key findings and proposes contributions and implications of the study It also outlines the limitations of the research and suggests suggestions for further exploration in the field

In conclusion, this study seeks to provide valuable insights into the TPACK levels and attitudes of pre-service EFL teachers in Vietnam, contributing to the enhancement of EFL teacher education and technology integration practices By addressing the research questions outlined above, this research aims to inform educational policy and practice to meet the ever- evolving demands of 21st-century education

LITERATURE REVIEW

Using Technology in English Language Teaching

As the study focused on using ICT to enhance EFL teaching, this section explores the teaching of EFL with ICT EFL teachers’ perceptions of ICT are taken into consideration in this respect and discussed in this section as well

2.1.1 ICT Integration in EFL Teaching and Learning

The significant presence of ICT tools in education has unlocked a new era of investigations around this issue Research supports that ICT effectiveness is crucial in EFL teaching and learning Investigations have revealed that ICT can improve prospects for an influential teaching and learning atmosphere (Rahimi, 2011) The following section presents the EFL teachers’ perspectives on using ICT in their EFL teaching and learning process

In an EFL context, Albirini (2006) investigated teachers’ attitudes towards the use of ICT in EFL teaching The investigation studied the relationship between EFL teachers’ attitudes towards computers and three independent variables These variables included computer attributes, cultural perceptions, and competencies (Albirini, 2006) Findings indicated that the independent variables predicted positive attitudes of EFL teachers towards ICT Additionally, findings revealed that cultural attributes and computer competencies might hinder successful integration and affect EFL teachers’ attitudes toward ICT In

13 contrast, a randomly selected sample of pre-service teachers in a study conducted by Abbitt

(2007) found that the lack of familiarity with ICT tools can be seen as a challenge rather than a hindrance (Abbitt, 2007; Alahmari, 2013)

Albirini (2006) claimed that ICT integration in an EFL context is a complex and primarily deliberate process This is due to the key factors influencing successful and consistent integration These key factors include the characteristics of the users, EFL teachers and students in this case, the ICT setting and infrastructure, TPACK of EFL teachers, and government education ICT policy in general (Albirini, 2006; Rahimi, 2011) Albirini (2006) investigated the relationship between teachers’ computer attitudes and several variables, including cultural perceptions, computer competency, computer access, personal characteristics, and computer attributes The findings indicated that teachers had very positive attitudes towards ICT in education The findings indicated that teacher perceptions and ICT experience were important in shaping teacher attitudes towards technology and its integrations in their educational practices

Several investigations (Alenezi, 2014; Al-Maini, 2011; Al-Kahtani, 2001; Al-Asmari, 2005; AlKahtani, 2007) have been conducted in different settings around the issue of ICT integration into EFL teaching and learning However, these investigations have yet to be conducted from a TPACK point of view, as in the current research interest Hence, there is a need to conduct a comprehensive study seeking the technological, pedagogical, and content knowledge of EFL teachers who are integrating ICT into EFL teaching and learning

2.1.2 ICT Application for English Language Skills

ICT can effectively teach the four language skills: listening, speaking, reading, and writing For example, electronic dictionaries and web-based activities are very helpful to support

14 reading skills According to Levy (2013), electronic dictionaries can assist the English language reader to obtain further information and practice with natural exposure to the target text Studies have shown a considerable use of this technology, and EFL teachers favored its ease of use and quick access (Issa, 2012) In a study investigating the usefulness of electronic dictionaries,

Koyama (2007) argued that using these technologies decreases reading comprehension time The interaction between the reader and the text through electronic dictionaries or web-based activities is valued for usefulness The use of such technologies by EFL learners could lead to the ability to control and monitor their reading progress (Ercetin, 2003)

For writing skills, the most well-known ICT application is the word processor Levy

(2009) stated that using a word processor with its central function to facilitate the flexible manipulation of the text enables drafting and redrafting to occur quickly Word processors contain functions that are very helpful in developing writing skills For example, the track changes tool provides prompt feedback, which could lead to revisions of that text and, ultimately, a more practical piece of writing

About speaking and listening skills, another well-known application is the PowerPoint presentation These presentations can be embedded with audio or video clips to enhance learners' input (Alkash, 2013) PowerPoint presentations are considered more accessible for EFL teachers to deliver their language instruction excitingly and for the learners to present their work As presentation software such as PowerPoint motivates learners to present their work, it engages them in an interactive language context (Dinh, 2015) Such technologies are also valuable for their ease of access and quick installation

As for cultural understating, exposure to authentic materials online or via any other ICT tools is also considered a practical approach to English language learning (Dinh, 2015)

The effective use of Internet materials, including social media tools, was recommended by Helm (2009) to encourage learners to exchange intercultural ideas about the language, assuming that there is often a close association between language and culture Several research studies have investigated the effectiveness of ICT facilities to enhance the EFL teaching and learning process Most of these reviewed studies have reported positive results on the learners’ outcomes A number of these research studies are presented next

Gilakjani (2017) notes that the use of technology in education, i.e., technology integration learning, is due to its convenience It gives learners a proactive approach to learning, including determining the mode, time, and pace of learning To visualize, learners can practice English speaking skills in class or anywhere by accessing the

Internet, TV, and videos to participate in lectures at various levels, from beginner to expert; or learners can also access intelligent applications that provide English communication interaction on their smartphone or tablet He also affirms that computers help learners reinforce their knowledge more effectively and act as peer -to-peer supporters with full features Similarly, Ellis et al (2005) affirm that in recent years, technology has shaped the mutual symbiosis between learners and how they interact, opening a new path with exciting learning opportunities for learners

Efforts to describe and critique the current use of technology must recognize that only some share a common understanding of what technology is and what technology integration means For many, technology is synonymous with computer equipment, software, and other electronic devices (U.S Department of Education, 2010; Woolfe, 2010), while technology integration means having and using this equipment in the classrooms

According to Hennessy, Ruthven, and Brindley (2005) and Gilakjani (2017), technology integration is defined as how instructors use technology to perform recognizable exercises more effectively and how this utilization can reshape these exercises According to Dockstader (2008), technology integration is the use of technology to make progress in the educational environment It supports classroom learning by allowing students to complete assignments using a computer rather than the traditional pencil and paper

2.1.3 Factors Affecting ICT Application in EFL Contexts

Studies investigating the factors influencing the use of ICT when teaching EFL have identified two broad factors, teacher-related and student-related factors These are explored next

The literature has shown that teachers’ gender, age, years of experience, and highest qualification have a significant role in their application of ICT in their classrooms As for gender, Topkaya (2010) investigated pre-service Turkish English language teachers’ perceptions of their computer self-efficacy Findings indicated that males tended to have higher computer self-efficacy than females

TPACK as a Conceptual Framework

This section defines TPACK from various perspectives and illustrates its historical aspects as a framework It also introduces the seven components of the TPACK construct aligned with the case of the study This is followed by contextually related studies on the use of TPACK in education, mainly in EFL teaching and learning

TPACK is a framework that presents the relationships and complexities between all three essential components of knowledge: technology, pedagogy, and Content (Schmidt, 2009) Mishra and Koehler (2006) suggested that teachers need three separate and distinct knowledge elements to integrate technology into their teaching: technological, pedagogical, and content knowledge TPACK has been characterized as the multiple intersections of teachers’ knowledge of the curriculum content, general pedagogy, and technologies (Mishra & Koehler, 2008)

The framework explains that the three main elements of knowledge, technology, pedagogy, and Content should be integrated into teachers’ professional knowledge to integrate technology into the teaching and learning process successfully Therefore, knowledge in this framework refers to the knowledge that a particular person has in order to be able to perform a specific task (Peels, 2010) Technology refers to devices that may not be made for use in a pedagogical context but can be integrated into it Pedagogy refers to the application of instructional approaches while teaching in order to facilitate the process of learning Finally, Content refers to the actual subject material that the students are learning (Mishra & Koehler, 2006)

TPACK framework was first introduced in 2006 through an article titled

Technological Pedagogical Content Knowledge" A Framework for Teacher Knowledge" by Mishra and Koehler (2006) The concept has gained considerable attention since then

TPACK was built on Shulman's (1986) ideas that teachers require a specific type of knowledge in order for them to produce their lessons effectively and was referred to as

Pedagogical Content Knowledge Shulman (1986) stated that Pedagogical Content

Knowledge represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of the learners and presented for instruction Pedagogical content knowledge is the category most likely to distinguish the understanding of content specialists from that of pedagogues

Mishra and Koehler (2006) developed a conceptualization framework concentrated on the implementation of technology into the process of teaching and learning TPACK stresses that teachers integrate technology into their pedagogy and the content of any subject matter (Mishra & Koehler, 2006) TPACK sought to develop an explicit conceptualization of technology that was considered a missing element in Shulman's (1986) PCK Mishra

(2006), in their series of published papers on TPACK, argued that knowledge must be attached as a distinct domain to the content and pedagogical knowledge TPACK framework is similar to the constructivist approach in which the students actively build their knowledge by doing (Dinh, 2015) Currently, TPACK is known as the knowledge teachers need to successfully and effectively integrate the technology into their pedagogy of the content of any subject matter

2.2.3 TPACK Construct: The Seven Components

Mishra (2006) introduced the TPACK framework shown in Figure 2.1 with its seven components Three areas of knowledge are found at the intersection of this framework As shown in Figure 1, Content (CK) is the subject matter, Technology (TK) is the integration of any modern technology used in teaching and Pedagogy (PK) is the collected practices, procedures, methods, and approaches used while teaching that content through technology (Mishra & Koehler, 2006)

Figure 2.1 Technological Pedagogical and Content Knowledge

Source: https://upload.wikimedia.org/wikipedia/commons/5/5f/Tpack.jpg

At the intersection of the three knowledge types is an understanding of teaching content with the appropriate pedagogical methods and technology (Mishra

& Koehler, 2006) A description of these seven components of the TPACK model is presented next

TK refers to the knowledge of different technology devices that can or cannot be integrated into teaching and learning These technology devices may include but are not limited to, for example, the following: mobiles, iPads, Internet including blogs and wikis, electronic whiteboards, and data show projectors

CK concept refers to the knowledge about a particular subject matter that is to be learned and taught For the study, CK refers to the subject matter of the English Language taught and learned It also refers to a teacher's knowledge of facilitating the subject matter (Cox, 2009) Therefore, the subject matter representation is the essential element of content knowledge

PK refers to the knowledge about various types of teaching methods and processes It also includes the knowledge of teaching policies, procedures, and strategies followed to teach a particular content (Mishra & Koehler, 2006) Cox (2009) indicated that a teacher uses pedagogical knowledge to facilitate a particular content Thus, PK is mainly referred as the approaches and methods used in teaching (Mishra & Koehler, 2008)

PCK refers to the content knowledge that deals with the teaching process The concept of knowledge in this section includes the knowledge of a specific subject matter This includes, for example, the knowledge of the working curriculum of a subject matter to be taught to students In the case of the current study, pedagogical content knowledge refers to how to teach EFL content

TCK in the TPACK framework refers to the knowledge of how technology can create a new representation for specific content In the case of the current study, TCK might be best addressed when using electronic dictionaries, blogs, and online or machine translators

TPK refers to the knowledge of how different technologies can be used in teaching It includes the knowledge of how these technologies are being used to deliver specific content Koehler and Mishra (2009) proposed a precise definition of this concept: “TPK is the understanding of how teaching and learning can change when a particular technology is used in particular ways) Thus, knowledge of this concept refers to the ability of a teacher to determine the appropriateness of specific technology for a particular teaching method or approach (Koehler & Mishra,2009) TPK is presented as the most significant element of the TPACK construct since most of the existing technology devices are not built specifically for educational purposes Therefore, TPK refers to understanding existing technologies and how they can be used in teaching aligned with the particular teaching approach and strategies The most experienced teacher is considerably different from a novice teacher, as the former seems to understand more about the diversity of teaching approaches and strategies Therefore, TPK mainly refers to the teachers’ understanding and knowledge of using different tools in teaching a particular task (Koehler & Mishra, 2009) In the case of the current study, TPK has not yet been investigated from EFL teachers’ perspectives, particularly in public secondary schools This study intends to address this gap in the literature by investigating the effectiveness of TPK in secondary school EFL teachers in Saudi Arabia

Technological Pedagogical Content Knowledge (TPACK)

TPACK refers to the knowledge required by teachers for the integration of technology into their teaching of any particular content area This construct is an outcome of combining the three main elements of knowledge stated earlier based on TK, TCK, and TPK In the case of the study at hand, TPACK refers to the knowledge of the technology used with the appropriate teaching approaches and strategy to teach the content of EFL TPACK was essential to EFL teaching and learning as communicative language learning became more effective (Bygate, 2001) In order to have an effective communicative classroom in language teaching and learning, there should be strong support from technology associated with the teaching strategies and aligned with its content (Liu, 2014)

TPACK is generally considered a practical framework to identify what knowledge teachers must obtain to integrate technology into their teaching (Schmidt, 2009) Chai (2013) stated, "TPACK is a powerful framework that contains several potential generative uses in the research and development related to the application of technology in an educational context." Mishra and Koehler (2006) emphasized that using TPACK as a framework to investigate teachers' knowledge of ICT technologies would potentially impact the type of training and professional development experiences designed for them Therefore, there is a need for ongoing research on teachers' perceptions of ICT practices and knowledge of ICT to present new strategies that better prepare teachers to effectively integrate technology into the teaching and learning process (Mishra & Koehler, 2006) The focus of the proposed study will be on the four technological domains of TK, TCK, TPK and TPACK

2.2.4 TPACK in the EFL Context

In a pilot case study, Madyarov (2009) investigated the CK and TK knowledge of 43 EFL Iranian college-level and Farsi-speaking students This attempted to design a workable

RESEARCH METHODOLOGY

Research Design

The study adopts a mixed-methods research design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of pre-service EFL teachers' TPACK and attitudes towards technology integration Therefore, this study can be classified as a “mixed methods research”, a term that is becoming increasingly articulated in the world of research Mixed methods research, although defined in various ways, basically refers to:

“…the type of research in which a researcher or team of researchers combines elements of qualitative and quantitative research approaches (e.g., use of qualitative and quantitative viewpoints, data collection, analysis, inference techniques) for the broad purposes of breadth and depth of understanding and corroboration.”

Mixed methods research acknowledges that all methods have inherent strengths and weaknesses, and using a mixed methods approach increases the likelihood that the sum of the data collected will be richer, more meaningful, and ultimately more useful in finding answers to the research questions (Johnson, 2007) The use of both quantitative and qualitative methods assisted the researcher to see the research matters from different angles, so that a

33 deeper understanding of the topic could be obtained The data that were obtained through different methods also increased the reliability of the findings (Allwright, 1991; McDonough, 1997; Silverman, 2008)

With the designated research questions in mind, a mixed-method approach was deemed appropriate for the purpose of the study The first question involves exploring pre- service teachers' TPACK levels and attitudes, which require both quantitative data (e.g., surveys to measure TPACK levels) and qualitative data (e.g., interviews or open-ended questions to understand attitudes) The third question seeks to identify predictive factors, which may involve collecting quantitative data on demographics and experiences and qualitative data to gain a deeper understanding of the factors Moreover, by using mixed methods, the researcher was able to triangulate findings from qualitative and quantitative data For instance, he can explore if qualitative themes align with quantitative results regarding TPACK levels and attitudes, increasing the overall validity of the findings

By starting with qualitative data collection (e.g., interviews or focus groups) the researcher was able to gain an initial understanding of pre-service teachers' attitudes and potential factors influencing TPACK This helped inform the design of quantitative surveys to assess TPACK levels Subsequently, the researcher was able to use the quantitative data to analyze correlations and identify predictors, thus building on the insights gained from the qualitative phase

There are further justifications for the employment of the aforementioned research design One of them is the fact that qualitative methods can help capture the unique cultural and contextual factors that influence pre-service teachers' attitudes and TPACK levels, which may not be apparent through quantitative measures alone The research findings may have implications for teacher education programs in Vietnam A mixed-methods approach can

34 provide both statistical evidence and qualitative insights to inform the development of effective training programs The combination of qualitative and quantitative data can offer a comprehensive picture of the research questions, addressing not only the "what" (quantitative data on TPACK and attitudes) but also the "why" and "how" (qualitative insights into factors and attitudes).

Participants of the Study

The research was conducted at a university with specialized training in English pedagogy in Hue city The medium of instruction there is a combination of English and Vietnamese The study recruited two groups of junior and senior pre-service EFL teachers at the university as participants on a voluntary basis In this study, convenience sampling was also applied to the study population Convenience sampling means the participants are easy to reach and available to take part in the study (Patton, 1990)

The current study focused only on these two of pre-service teachers because they should have completed ELT methodology courses by the time they were recruited as participants in this study Furthermore, the findings from these two groups could provide insights into the similarities as well as differences among pre-service teachers having a one- year gap of knowledge and experience As planned, approximately 90 EFL pre-service teachers were invited to participate in the study by completing the questionnaire via google form However, 60 valid responses were collected and brought into consideration

The 60 participant teachers represent various backgrounds regarding gender, demographics, etc In terms of gender, 91.7% (nU) of respondents reported to be females and 8.3% (n=5) did males This enormous gender imbalance in the samples could be explained by the high female-to-male ratio in English pedagogical classes in practice

Regarding the year of study, 61.7% (n7) reported to be junior pre-service teachers whereas 38.3% (n#) reported to be senior All senior students reported completion of pedagogical observation and internship According to the data collected, the majority of respondents have completed the first three compulsory pedagogical subjects, namely Teaching and management skills, Material Development and Adaptation, and Language Testing and Evaluation, all at 98.4% The other group include Methodology 4, 5, 6, 7 and Critical thinking in language teaching, most of which reported around 40% with the exception of Methodology 7A: Using textbooks at just under 10% For further details of the training program at HUFLIS, refer back to chapter 1 for more information.

Data Collection Instruments

Two instruments were used to collect data for the research, a web-based survey and semi-structured interview However, qualitative research instruments may be difficult to apply on a large scale Therefore, quantitative research, using tools such as questionnaires, can cover the limitations of the qualitative research design Jang (2010) stated that applying qualitative research instruments such as interviews to TPACK knowledge domains could provide rich information Both instruments are described in detail below

Qualitative research is seen as a way to build patterns of meaning from data (Jang,

2010) The web-based questionnaire consisted of three parts containing 40 items in total Part

A contained items requesting demographic information about participants Part B contained 8 items measuring teachers’ attitudes towards ICT These items were adopted from Aydin (2013)’s study on teachers' perceptions about the use of computers in EFL teaching and learning in Turkey Part C contained 25 items to measure the following TPACK dimensions:

CK, PK, TK, PCK, TPK, TCK, and TPACK These items were adopted from Kun-Hung

Cheng (2017)’s survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan Responses to parts B and C were in the form of a five-point Likert scale A copy of the web-based survey is provided in Appendix One

A pilot study was conducted on a sample of 10 pre-service teachers so as to validate the strength and reliability of the survey Sufficient reliability statistics of the questionnaire ensured that it was ready for official use, that is collecting data for quantitative analysis

Table 3.3.1 Reliability statistics of the official questionnaire

“When using Likert-type scales it is imperative to calculate and report Cronbach’s alpha coefficient for internal consistency reliability for any scales or subscales one may be using” (Gliem & Glime, 2003 p 8) For this reason, the researcher used Cronbach’s Alpha coefficient to assess the reliability of the questionnaire survey A commonly accepted rule of thumb for describing internal consistency is as follows (George & Mallery, 2003)

Cronbach’s alpha Internal Consistency α ≥0.9 Excellent

It is essential to have “Cronbach’s alpha” value equal or greater than 0.7 and

“Corrected Item-Total Correlation” value is equal to or greater than 0.3 for each item If the

“Corrected Item-Total Correlation” value of any question item is below 0.3, this might lead the researcher to consider removing this item from the questionnaire (Pallant, 2005)

The pilot-test reliability test results show that Cronbach's Alpha coefficient for all factors in the research model and Cronbach's Alpha coefficient for the total questionnaire are more significant than 0.675 This shows that the survey questionnaire met reliability requirements and was retained in the official survey

The interview is a good way to obtain the subjects’ opinions and/or feelings about a certain topic, event or action in a highly personal and detailed level (Kvale, 2009;

McDonough, 1997; Punch, 2009) The interview questions help investigate the situation in a deeper way How each specific individual thinks and feels about the situation and why they hold certain opinions will be explained in greater details Gill, Stewart, Treasure and

Chadwick (2008) also stated that interviews help to define the areas to be explored” as well as

38 allow the interviewer or interviewee to diverge in order to pursue an idea or respond in more detail (Gill, 2008)

Semi-structured interviews were applied in the current study to explore EFL teachers’ knowledge of and attitudes towards integrating ICT into EFL learning and teaching This was to provide the researcher with the opportunity to explore the issues at hand with the interviewees in some depth while avoiding the rigidity common to structured interviews The interview seed questions were designed to enable the EFL teachers to elaborate on their responses to the quantitative questionnaire items with respect to their attitudes and perceptions but also on how they were using ICT in their EFL teaching The interview seed questions were developed from the main research questions.

Data Collection Procedure

The web-based survey was administered to all participants, collecting quantitative data on participants' perceptions of TPACK and attitudes towards technology integration After systematizing the theoretical basis and building a research framework for the topic, the author built a questionnaire and conducted a pilot test with ten pre-service teachers as participants The author tested the pilot test results for reliability through Cronbach's Alpha coefficient The official study includes scales that satisfy the condition that Cronbach's Alpha coefficient is more significant than 0.6

The researcher assured that all the personal information collected would be kept confidential and used for the research purposes only All the questionnaires were completed and returned to the researcher Besides, large amounts of information from the questionnaires could be collected from a large number of people in a short period of time The survey data collection process began in May 2023 and lasted for approximate one month This is because respondents

39 were in the middle of their end-of-term exam and the research needed to waited for the right time to deploy the online questionnaires for them to complete This process was substantially aided by the researcher’s supervisor thanks to her official teaching position at the target institution

After collecting all the questions, semi-structured interviews were conducted Among the 60 participants mentioned above, the researcher randomly invited ten people to participate in the interview

Each interview began with a simple greeting from the researcher and a brief introduction of the research to acquaint the interviewee with the topic and background of the study During each interview, the researcher asked the eight questions included in the

Interview Form (See Appendix), one question after another In addition to the previously designed interview questions, the researcher can ask some additional questions that arise during the interview process, and the semi-structured interview participants can give some additional opinions

Due to the intricate and subtle nature of research questions number two and three: (2) The correlation between their TPACK levels and attitudes towards technology integration, (3) The factors could predict teachers’ perceived TPACK, additional effort was made to extract meaningful and detailed qualitative information from the interviewers Matters that arose in the preliminary analysis of the survey data was double-checked and clarified in this very phase Furthermore, whenever the researcher sensed the element of uncertainty or ambiguity in each interviewee’s response, sufficient extra thinking time was given and on-the-spot follow-up questions were used to facilitate understanding

By paying proper attention to signals such as their intonations, facial expressions, and their gestures, the interviewer was able to learn more than simply what an interviewee is

40 telling them This also allowed the researcher to probe more into certain parts of the interview to see what the interviewee truly means or actually wants to say As a result, provide richer and more profound responses were discovered and collected for later analysis As Walliman

(2011) put it, interview provides the interviewer with valuable opportunities to read between and beyond an interviewee's words”: not just what they say, but how they say it

The conversational nature of an interview enables the interviewer to adjust the questions, shift the order of questions, omit some questions, or probe more after certain questions right on the spot according to the flow of the interview and the interviewee's responses This was found to be particularly helpful in the less structured forms of interviews (Roulston, 2010).

Data Analysis

Quantitative data were analysed using SPSS software (version 27) Numerical values were given to the 5-point Likert scale of the survey items to enable analysis These values were: 5 = Strongly agree, 4 = Agree, 3 = Neutral, 2 = Disagree and 1 = Strongly disagree The following section describes the statistical procedures applied in this research, followed by reliability and validity measurements

Frequency analysis was applied to summarise the data obtained from the participants’ responses to questionnaire items and identify any trends or effects that may influence the data Descriptive statistics, namely mean and standard deviation were also calculated to form a clearer picture for the scale To examine the relationship between participants' perceptions of TPACK and attitudes towards technology integration, Spearman correlation analysis was employed The Spearman correlation assesses the strength and direction of monotonic

41 relationships between two variables that may not have a linear association This analysis allows for exploring whether higher levels of TPACK are associated with more positive attitudes towards technology integration Linear regression analysis was used to identify potential predictors of participants' TPACK levels Linear regression assesses the strength and direction of the relationship between one dependent variable and one or more independent variables In this study, participants' TPACK scores are the dependent variable, and their technological knowledge scores are the independent variable

Qualitative data were examined using thematic analysis to identify themes in the EFL teachers’ attitudes and use of ICT in EFL teaching Braun and Clarke (2006) defined thematic analysis as identifying, analyzing, and reporting patterns (or themes) within data, enabling rich detail to emerge A theme captures something important about the data about the research question and represents some patterned response or meaning within the dataset The thematic analysis emphasizes pinpointing, examining, and recording themes within data These themes are essential for further analysis (Vaismoradi, 2013) Thematic analysis was conducted in six main phases to extract meaningful themes These six phases were data familiarisation, generating the initial codes, searching for themes, reviewing the themes, defining the themes, and producing the final report (Braun & Clarke, 2006)

In this study, the interviews were conducted in the mother tongue to ensure that everything was clear about the content of the questions and the answers between the interviewers and the interviewees All recorded data from 10 interviews were converted into Vietnamese text (interview language) by the author, then translated into English Twenty percent of the transcription content was then selected randomly and sent to be reviewed by the interviewees to ensure accurate interpretation of their ideas Only minor mistakes which

42 did not hinder understanding or alter the interviewees’ original ideas were detected and corrected accordingly

There are many methods and techniques for analyzing qualitative data Often, analytical methods are closely related to study designs and data collection methods The paper addresses one of the most basic techniques used in qualitative research: data classification In order to classify data it is necessary to 'code' meaningful units of the data through the process of 'coding' (Berg et al., 2008) Classification is a major part of qualitative data analysis Investigators grouped the observed patterns in the data into meaningful units/groups Thus, groups are created by grouping the encrypted data This association is based on commonalities between the coded observable parts/elements The groups are then aggregated/named based on the relationships between the groups Classification will generate topics (Brinkmann,

2008) The data from the interviews in this study are grouped by the author according to each target topic of the semi-structured interview questions, including: (1) Pre-service EFL teachers' TPACK levels and attitudes towards technology integration; (2) The correlation between their TPACK levels and attitudes towards technology integration; (3) The factors could predict teachers’ perceived TPACK

Below is a summary of steps to process data collected from semi-structured interviews:

Figure 3.5.2 Semi-structured interview data analysis process

Reliability and validity

According to Carmines and Zeller (1979), reliability can be defined as “the extent to which an experiment, test or any measuring procedure yields the same results on repeated trials” (p 11) From this viewpoint, research reliability is interpreted as the consistency of research results In fact, the process of measuring any phenomenon always contains a number of potential errors Thus, in order to conduct reliable research work, the use of consistent measurement instruments and methods for limiting measurement errors are without doubts indispensable (Carmines, 1979)

Specifically, two data collection instruments were used in this study including questionnaire, and interview This methodological triangulation helped develop a comprehensive understanding of the field researched, as well as enhance the reliability and validity of the research Also, the basic principles of research ethics concerning information confidentiality and privacy of the participants were vigorously applied Furthermore, research reliability was also fortified by the fact that the researcher was the only one to administer and process the aforementioned instruments, which significantly reduced data collection bias clean data, label interviewees

Review and explore the data Data coding

Group interview data into problem categories

Analyze interview data and present it in the thesis.

The reliability of the current study was measured using internal consistency that concerns the reliability of the test components In order to maintain internal consistency, coefficient alpha – known as Cronbach’s Alpha- was applied Cronbach’s Alpha is useful to estimate reliability for items-specific variance in unidimensional tests (Drost, 2011) The pilot-test reliability test results show that Cronbach's Alpha coefficient for all factors in the research model and Cronbach's Alpha coefficient for the total questionnaire are more significant than 0.675 This shows that the survey questionnaire met reliability requirements and was retained in the official survey

According to Polit and Hungler (1999), the validity of a research concerns whether the study measures what it is intended to measure Validity can only be achieved if the research instruments allow you to reach your research objectives (Polit, 1999)

In order to obtain validity, items of the questionnaires were designed basing on the essence of previous studies found during literature review Besides, the questionnaires were designed with simple language and formatted in a clear and reader-friendly layout so that the participants could understand and respond easily Clear instructions and specific explanations were also given before the students filled out the questionnaires All the questionnaires were administered by the researcher only

To ensure the validity of the data collection instrument, tested instruments from previous relevant research were reviewed, analyzed and adopted so that the one used in this study is compatible to its aim and purpose The draft version of the questionnaire in both languages (English and Vietnamese) was sent to be reviewed by an experienced and knowledgeable researcher and lecturer in the field and corrections were made accordingly

After all the questionnaires forms were collected and processed, the interview questions were all designed depending on the research questions and certain results of the questionnaires and classroom observation The interviewer employed simple language when asking questions in Vietnamese and explaining some of the smallest details in order to prevent any confusion from the participants

Other measures were also considered for the sake of validity One of them is the alignment the research aims, research questions and the research methods The research instruments were designed in such a way that they could capture the very essence of the research aims and questions Additionally, the research made the effort to pilot the relevant research tools carefully prior to official data collection Vietnamese L1 was used in the questionnaire and the interview to avoid possible linguistic hindrance Last but not least, quantitative data were computed and analyzed using a specialized software, n amely SPSS version 27 This new and updated version ensures that accurate statistical calculations are made

In conclusion, Chapter 3 has provided a comprehensive overview of the methodology employed in this study to examine Vietnamese EFL teachers' Technological Pedagogical Content Knowledge (TPACK) and their attitudes toward technology integration The research design, data collection processes, and analysis methods were carefully selected and justified based on the existing literature The participants, consisting of junior and senior pre-service EFL teachers, were chosen through convenience sampling, offering insights into the impact of different levels of experience and knowledge A mixed-methods research approach, combining quantitative surveys and qualitative interviews, was chosen to provide a holistic understanding of TPACK and technology integration attitudes The research instruments,

46 including a web-based survey and semi-structured interviews, were discussed in detail, along with their reliability and validity This chapter serves as the foundation for the subsequent chapters, enabling the exploration and analysis of the research questions related to TPACK and technology integration in Vietnamese EFL education

FINDINGS

Pre-Service EFL Teachers’ TPACK Levels And Attitudes Towards Technology

integration in the EFL teaching context

4.1 Pre-Service EFL Teachers’ TPACK Levels And Attitudes Towards Technology Integration In Vietnam

To analyze and compare the means between different clusters in the TPACK survey among pre-service EFL (English as a Foreign Language) teachers, the items were grouped based on their knowledge domains, including individual components: CK, PK and TK (Table 4.1.1), two-dimensional components: PCK, TPK, TCK (Table 4.1.2), and Integrated TPACK (Table 4.1.3)

Table 4.1.1 TPACK individual components’ descriptive statistics (CK, PK, TK) (N`)

(1) I have sufficient knowledge of the

(2) I can think about the content of

English language like a subject matter expert

(3) I can develop a deeper understanding of the content of

(1) I can guide my students to adopt appropriate strategies to learn the

(2) I can organize effective group activities for my students 0 1.7 15 75 8.3 3.90 0.54

(3) I feel confident in my ability to create lesson plans that address all language skills

(4) I feel confident in my ability to differentiate instruction for students of different proficiency levels

(5) I feel confident in my ability to assess student learning and provide meaningful feedback

(1) I have the technical skills to use computers effectively 0 1.7 28.3 50 20 3.88 0.74

(3) I know how to solve my own technical problems when using technology

(4) I keep up with important new technologies 0 10 20 56.7 13.3 3.73 0.82

In answer to the first research question about pre-service teachers’ TPACK levels, pre- service teachers' TPACK frequency analyses were made As shown in Table 4.1.1, the respondent teachers demonstrate a relatively high level of the three individual knowledge domains, including Content knowledge, Professional Knowledge, and Technological

Knowledge, with their cluster means of nearly 4.0 (M= 3.73, 3.78; 3.80, respectively) and low variance in their responses (SD= 0.52; 0.46; 0.61, respectively)

Regarding the Content Knowledge (CK), it could be seen from Table 4.1.1 that the participants believe that they are relatively knowledgeable about the subject of English language itself, both in terms of basic knowledge (Item 1, M=3.88; SD=0.52) and more profound understanding (Item 3, M=3.90; SD=0.71), while their level of expertise on English subject shows a slightly lower level expert (Item 2, M=3.40; SD=0.69) Referring to the frequency, more than 40% of the respondents reported being "neutral" about their level of expertise, which indicates the uncertainty rate of their knowledge level

The Content Knowledge mean is slightly lower than that of the Pedagogical

Knowledge (PK) cluster, of which mean value is 3.78 and standard deviation is 0.46 A closer look at the individual items in PK reveals slightly lower confidence in creating multi-skill lesson plans (Item 3) and assessing student learning (Item 5) than other items in this cluster Surprisingly, the Technological Knowledge (TK) mean is 3.88, the highest among the first three clusters with individual distinct knowledge components (namely content, pedagogical, and technological knowledge) While participants feel confident in their technical skills using computers (Item 1) and in their ability to learn new technologies (Item 2), they are relatively less confident in solving their technical problems (Item 3) and keeping up with new technologies (Item 4)

Table 4.1.2 TPACK two-dimensional components’ descriptive statistics (PCK, TPK, TCK)

(1) Without using technology, I can help my students to understand the content knowledge of the

English language in various ways

(2) Without using technology, I can use effective instructional representation to help my students to learn the English language

(3) Without using technology, I know how to select effective teaching approaches to guide student thinking and learning of the

(1) I can facilitate my students’ collaboration with each other using technology

(2) I can facilitate my students' use of technology to plan and monitor their own learning

(3) I can facilitate my students to reflect on their learning of the

(1) I can use the software and applications that is created specifically for English language learning

(2) I know about the technologies that I have to use to research the content of the English language

(3) I can use appropriate technologies (e.g multimedia or

Internet resources) to represent the content of the English language

Among the two-dimensional clusters of TPACK (PCK, TPK, and TCK),

Technological Content Knowledge came out on top with a mean of 4.06 (SD=0.53) whereas that of Pedagogical Content Knowledge was the lowest at 3.82 Both PCK and TPK clusters reflect participants' confidence in integrating instructional strategies with either content (PCK) or technology (TPK) This suggests that participants are comfortable merging these components for effective teaching In the PCK cluster, participants feel confident in helping students understand English content without technology In contrast, in the TCK cluster, they exhibit high confidence in using technology to enhance content-specific teaching This indicates a recognition of the potential benefits of technology in content delivery

Table 4.1.3 Integrated TPACK descriptive statistics (N`)

(1) I can teach lessons that appropriately combine the English language content, technologies, and teaching strategies

(2) I can select technologies to use in my classroom that enhance what

I teach, how I teach, and what students learn

(3) I can provide leadership in helping others to coordinate the use of content, technologies, and teaching approaches at my school

TPACK has a relatively high mean score, at around 3.91 (SD=0.61) Generally, participants feel confident in selecting technologies that enhance teaching and learning (Item

2, M=3.98, SD=0.65), and they also believe they can teach lessons that combine content,

52 technologies, and teaching strategies (Item 1, M=3.92, SD=0.74) There needs to be more confidence in providing leadership to coordinate content, technologies, and teaching approaches (Item 3, M=3.82, SD=0.65).The data relating to pre-service teachers’ overall TPACK shows a striking similarity across individual items Most believe they can select technologies that enhance teaching and learning (85% agree and strongly agree; M=3.91; SD

= 0.61) At the same time, they show slightly less confidence in providing leadership for coordinating the use of content, technologies, and teaching approaches (75% agree and strongly agree) The fact that around one fifth of respondents (21.7%) don not have a clear idea about their ability to take on the leading role in technological incorporation suggests that some pre-service teachers do not deem themselves capable of guiding and supporting their fellow in their technological adoption attempt

The respondents' level of TPACK obtained through the questionnaire was confirmed by the findings from interviews One participant teacher showed concern about taking on a leadership role in their following response:

“I agree that I can choose technologies to enhance teaching, but I'm not sure if I'm ready to take on a leadership role in coordinating everything It's one thing to use tech yourself, but guiding others in doing it effectively is a different challenge.”

Another respondent also expressed a degree of uncertainty and inconfidence relating to this matter:

“I'm confident in my tech skills, and I think I can help my peers if they need it But being the go-to person for technological incorporation? That feels like a big responsibility, and I'm not sure I'm there yet.”

In order to gain deeper insight into pre-service teachers’ TPACK, a comparison was drawn between the two subsets of participants, namely junior and senior pre-service teachers All senior students reported completion of pedagogical observation and internship According to the data collected, the majority of respondents have completed the first three compulsory pedagogical subjects, namely Teaching and management skills, Material Development and Adaptation, and Language Testing and Evaluation Senior pre-service teachers reported to have completed other objects including Methodology 4, 5, 6, 7 and Critical thinking in language teaching

Table 4.1.4 Comparisons between junior and senior pre-service teachers’ TPACK (N`)

Cluster’s mean Junior pre-service teachers

Senior pre-service teachers Total

Mean SD Mean SD Mean SD

As indicated in Table 4.1.4, junior and senior pre-service EFL teachers exhibit relatively high mean scores across all TPACK domains, indicating that they perceive themselves as having moderate to intense levels of expertise and confidence in these areas The standard deviations are generally moderate, suggesting that responses within each group are relatively consistent, and there is not a high degree of variability in perceptions within the groups

A closer look at the data reveals that senior pre-service EFL teachers tend to have slightly higher confidence levels across various domains compared to their junior counterparts, including CK, PK, TK, and PCK Interestingly, the two TPACK constructs with a technological component (TPK & TCK) shared the same result, with equal mean score (3.96

The component with the second highest average score for both survey groups is TCK, with the average mean score recorded for both groups being 3.96 This finding could suggest that a one-year knowledge and experience deficiency might not really impede juniors from incorporating technology into their content and pedagogical base

The higher mean scores for senior pre-service teachers indicate that their confidence and perceived expertise in TPACK domains increase as they progress in their education and training The domain with the most noticeable differences between juniors and seniors is TPACK, where seniors have notably higher mean scores, with 4.07 compared to only 3.80 Overall, as illustrated in Table 4.1.4, senior pre-service teachers tend to show slightly higher confidence and expertise across various TPACK domains compared to junior pre-service teachers Revealing as this finding can be, it is essential to bear in mind that the result should be taken with caution since the total number of respondents of each subset is not equal and may not necessarily reflect the true nature of the population in question

4.1.2 Pre-service Teachers' Attitudes Towards Technology

The Correlation Between Their TPACK Levels And Attitudes Towards Technology

This section explores the correlations between pre-service EFL teachers' TPACK and attitudes towards technology integration The analysis seeks to uncover the relationships between the comprehensive development of TPACK and the fostering of positive attitudes toward technology integration

Table 4.2.1 displays Spearman correlation coefficients and their significance levels between different constructs of the TPACK framework and EFL pre-service teachers' attitudes toward technology in teaching The correlation coefficients quantify the strength and direction of the relationships, while the significance levels indicate whether these relationships are statistically significant

Table 4.2.1 Correlations between TPACK constructs and participant attitudes towards technology in teaching (N`)

TPACK constructs Spearman's rho Sig (2-tailed)

** Correlation is significant at the 0.01 level (2-tailed)

* Correlation is significant at the 0.05 level (2-tailed)

Data presented in Table 4.2.1 reveals that there is a positive and significant correlation between the teachers' level of each and every knowledge component of the TPACK framework and their attitudes towards technology Moderately positive correlations were observed among all three individual constructs (CK, PK, TK) and one two-dimensional category, namely TCK Specifically, the component with the most significant positive correlation is TCK, with a correlation coefficient of 0.432 (sig = 0.001), and the component with the second highest correlation is CK, at 0.426 (sig.= 0.001) The component with the least strong correlation is PCK, with the smallest correlation coefficient of 0.267 (sig.= 0.039)

Interviewees acknowledged the significance of Technological Content Knowledge (TCK) as a key subset of TPACK One participant reflected,

“TCK is about adapting content for technology use It's interesting how this blend enhances both the subject matter and the technology My students respond better when I tailor the content for digital tools.”

For the other two-dimensional subsets, statistically significant correlations were also spotted, even though these are not as strong However, the most critical finding is the strong positive correlation between TPACK and attitudes towards technology (correlation coefficient at 0.516, significant at the 0.01 level) This implies that EFL pre-service teachers, with a balanced integration of technological, pedagogical, and content knowledge, exhibit positive attitudes towards technology in teaching, fortifying the strength of TPACK as a whole rather than separated elements An interviewee substantiated this finding:

“Through my teaching journey, I've come to realize that TPACK isn't just about mastering different areas It's about harmonizing them into a cohesive whole When I

60 manage to strike that balance, my enthusiasm for using technology in teaching soars It's like I'm equipped with a toolkit that enhances my approach.”

“TPACK isn't just a set of skills It's a mindset that drives my professional growth It encourages me to see beyond isolated elements and focus on the synergy between them This mindset has transformed my classroom experience.”

An interesting trend that emerged was the correlation between participants' confidence in using technology and their attitudes towards it A participant noted,

"The more I learn about integrating technology effectively, the more I feel comfortable using it This confidence spilled over into my attitude and excited me to experiment with new tools."

On the same note, several participants highlighted how achieving proficiency in

TPACK elements bolstered their confidence

"When I first started, technology made me nervous But as I learned to integrate it with my teaching strategies and content, my apprehension faded It's like a puzzle coming together I approach technology with excitement now," said an interviewee

Consequently, a sense of empowerment results from adopting TPACK practices

"I used to feel limited by traditional teaching methods But with TPACK, I feel like I'm in control of my teaching I can innovate, experiment, and make lessons more relevant It's empowering," expressed a participant

Factors Predicting Teachers’ Perceived TPACK

By using regression analysis, this section examines the predictors of pre-service EFL teachers' TPACK, with a focus on technological knowledge (TK) and its influence on the development of TPACK The analysis aims to shed light on the relationships between different knowledge components and their collective impact on TPACK

Table 4.3.1 Predictors of EFL pre-service teachers' TPACK through regression analysis

R Square Std Error of the Estimate Sum of Squares df Mean Square F Sig

Unstandardized Coefficients Standardized Coefficients t Sig

The R-squared value in the model summary indicates that approximately 56.7% of the variance in TPACK can be explained by the predictors (teachers' attitudes, CK, PK, TK, CPK, TPK, and TCK) This suggests that the model accounts for a substantial portion of the variability in TPACK The F-test assesses whether the regression model as a whole is statistically significant The calculated F-value of 9.733 with a p-value less than 0.001 indicates that the model is statistically significant In other words, at least one of the predictors is associated with TPACK In answer to RQ3 on predictors of pre-service EFL teachers' TPACK, the coefficients between TPACK and potential predictors were calculated and closely examined Table 4.3.1 reveals that while most predictors, namely Attitudes, CK,

PK, CPK, TPK, TCK are not individually mentioned as having p-values below 0.005, the collective significance of the model suggests that these factors, as a group, contribute to explaining TPACK variability

The key finding of this regression analysis lies in TK (Technological Knowledge) The significant predictor with a p-value below 0.001 suggests that teachers' technological knowledge plays a meaningful role in predicting TPACK Coefficient B = 0.491, and the t- value of 3.685 indicates that the coefficient for TK is statistically significant The positive coefficient suggests a positive association between TK and TPACK In other words, the more capable pre-service teachers are of educational technologies, the more confident they are in wielding and incorporating all three fundamental aspects of the TPACK model Moreover, the fact that only TK has a statistically significant correlation with TPACK suggests its weight in the overall three-dimensional model In other words, teachers' technological knowledge resides at the core of TPACK mastery, which subsequently challenges TPACK's original three-legged structure

Qualitative evidence aligns with this finding by showing respondents’ acknowledgement of TK’s transformative power in language teaching In one interview, a pre- service teacher recounted how technological knowledge transformed their teaching:

"I used to be unsure about how to use technology in my teaching, but as I improved my technological knowledge, everything changed I could see how it complemented my content knowledge and pedagogical strategies, making me a more effective teacher."

A similar response from another participant is arguably in line with the aforementioned research finding:

"In our training, we've been focusing a lot on building our technological knowledge I've noticed that the more I understand about various digital tools and their applications, the easier it is for me to envision how to use them to enhance student learning."

In conclusion, Chapter 4 has shed light on the attitudes and TPACK levels of pre- service EFL teachers in Vietnam The findings reveal diverse attitudes toward technology integration among these teachers While many display positive attitudes, others harbor reservations and concerns, particularly regarding stress and technical challenges However, these teachers demonstrate intense TPACK levels, with a notable emphasis on Technological Content Knowledge (TCK)

The analysis highlighted the positive correlation between teachers' TPACK and their attitudes toward technology It was found that pre-service teachers with a solid foundation in

64 technological knowledge tend to exhibit greater confidence in incorporating technology into their teaching practices This insight challenges the traditional view of TPACK and underscores the importance of technological knowledge as a core component

Ultimately, this chapter underscores the need for educational initiatives that address these diverse attitudes and provide training to foster a balanced perspective on technology's role in teaching and learning Understanding the intricate relationship between attitudes and TPACK can guide the development of more effective strategies for technology integration in EFL education in Vietnam and beyond

DISCUSSION

EFL Teachers’ TPACK Levels

According to the study, participants perceive themselves as having knowledge in understanding and thinking about the content of the English language This finding aligns with the concept of Content Knowledge (CK) as one of the essential components of TPACK

In the TPACK framework proposed by Mishra and Koehler (2006), CK represents a teacher's understanding of the subject matter they are teaching Teachers who feel confident in their content knowledge are more likely to effectively integrate technology into their teaching because they can make informed decisions about adapting content for instructional purposes

The mean score for the Pedagogical Knowledge (PK) (M=3.78; STD= 0.46) cluster is slightly higher than that of the Content Knowledge (CK) cluster (M= 3.73; STD= 0.52)) However, a closer examination of individual items in PK reveals slightly lower confidence in differentiating instruction for varying proficiency levels and assessing student learning compared to other items in this cluster This finding highlights the nuanced nature of pedagogical Knowledge within TPACK Pedagogical Knowledge involves knowing how to teach and assess effectively The challenges identified in differentiating instruction and

66 assessing student learning resonate with the literature on differentiated instruction

(Tomlinson, 2001) and assessment literacy (Popham, 2009) The lower confidence in differentiating instruction and assessing student learning in the Pedagogical Knowledge (PK) cluster reflects the complexity of adapting pedagogical strategies when integrating technology, a challenge noted in TPACK literature (Koehler & Mishra, 2009) Effective technology integration requires teachers to adapt their pedagogical strategies, and this may present challenges for some educators

Technological Knowledge (TK) was found to have the highest mean score among the first three clusters Participants feel confident in their technical skills using computers and their ability to learn new technologies However, they reported needing more confidence to solve their technical problems and keep up with new technologies The high mean score in TK aligns with the notion that many pre-service teachers are comfortable using technology for personal purposes (Mishra & Koehler, 2006) However, the lower confidence in solving technical problems and keeping up with new technologies is a common finding in the literature of what context? (Koehler & Mishra, 2009) Teachers often encounter technical challenges, and the rapid evolution of technology can create a sense of perpetual learning The relatively lower confidence in solving technical problems and keeping up with new technologies in the TK cluster is a common theme in research on teacher technology readiness (Ertmer et al., 2007) It emphasizes the importance of ongoing technology professional development

The high TCK score aligns with the idea that effective technology integration requires educators to understand how to use technology to teach specific content (Mishra & Koehler,

2006) Research suggests that teachers with strong TCK are more likely to create meaningful learning experiences by integrating technology effectively (Koehler & Mishra, 2009) The finding that PCK has a lower mean aligns with the idea that technology can enhance

67 pedagogical practices While PCK is essential, integrating technology (TPK) is seen as a means to enhance and transform pedagogical approaches (Mishra & Koehler, 2006) Teachers are increasingly recognizing the value of technology in making content more engaging and accessible The respondents' agreement rates in facilitating collaboration among students using technology and supporting students' technology-assisted learning planning and monitoring align with the contemporary emphasis on collaborative and student-centered learning environments (Niess, 2005) The high agreement in using technology to facilitate student reflection resonates with the growing importance of metacognition and self-regulated learning (Voogt et al., 2013)

The overall high TPACK score suggests that participants in the study have a cheerful disposition toward technology integration in education This aligns with the concept that effective TPACK involves the integration of content, pedagogy, and technology (Mishra & Koehler, 2006) The lower confidence in providing leadership for coordination is consistent with research showing that teacher leadership in technology integration can be challenging (Bolick et al., 2017) This could be due to the complexity of leading technology integration efforts (Harris & Hofer, 2009) The primary difference between this finding and existing literature is the gap between pre-service teachers' confidence in using technology and their confidence in taking on leadership roles for guiding and supporting others in technological adoption While pre-service teachers express confidence in their technology skills, they need to be more sure about their ability to lead in coordinating technology use for others The qualitative responses from pre-service teachers in the study highlight their perception of taking on a leadership role as a significant responsibility and challenge They express concerns about the differences between using technology individually and guiding others effectively This highlights the nuanced nature of teacher leadership in technology integration, which involves

68 not only technical skills but also the ability to support colleagues in their technological adoption efforts (Ertmer et al., 2007) The research results also show similarities with the study of

Saricoban et al (2019), who measured the TPACK of 77 English as a foreign language pedagogy students using a survey tool adapted from Baser et al (2016), including 39 questions focusing on 7 areas of knowledge in TPACK The results show that students have high TPACK knowledge levels in all areas Research by Kurt and colleagues (2013) demonstrated that an IT application training program using a hands-on design method helped English students increase their understanding of TK, TCK, TPK, and TPACK after 12 weeks

Judicial similarities and differences emerge upon comparing and contrasting these findings with those in the literature On the one hand, the higher confidence in TCK compared to PCK aligns with the idea that technology is often seen as a valuable tool for enhancing content delivery (Mishra & Koehler, 2006) Teachers may recognize that technology can make content more engaging and accessible to students The overall high TPACK score indicates that participants feel confident integrating content, pedagogy, and technology This is consistent with the TPACK framework's goal of integrating these components seamlessly to enhance teaching and learning

On the other hand, the lower confidence in PCK compared to TCK suggests that participants may see technology as a more effective means of delivering content or enhancing pedagogy This differs from traditional notions of PCK, which emphasize effective teaching strategies without relying on technology The slightly lower confidence in providing leadership for coordinating content, technologies, and teaching approaches contrasts with the idea that teacher leadership is critical for successful technology integration (Bolick et al.,

2017) It may indicate a need for additional support and training in this area

A closer look at the data reveals that senior pre-service EFL teachers tend to have slightly higher confidence levels across various domains compared to their junior counterparts, including CK, PK, TK, and PCK Interestingly, the one TPACK constructs with a technological component is TCK shared the same result, with equal mean score and the standard deviation does not have a significant difference Specifically, the STD of the Junior pre-service teacher's group is 0.6 greater than the STD of the Senior pre-service teacher's group, with an STD of 0.4

The component with the second highest average score for both survey groups is TCK, with the average score recorded for the Junior pre-service teacher's group of participants being 3.96, with STD being 0.45 and the Senior pre-service teacher's group being 3.96 with a lower average score of 3.96 and STD of 0.43 This finding could suggest that a one-year knowledge and experience deficiency might not really impede juniors from incorporating technology into their content and pedagogical base

In summary, the findings related to the TPACK clusters align with the TPACK framework's goal of integrating content, pedagogy, and technology (Ertmer et al., 2007) They suggest that participants in the study recognize the potential benefits of technology in content delivery and teaching strategies However, there is room for improvement in providing leadership for coordinating these elements effectively These findings emphasize the importance of ongoing professional development and support for teachers to enhance their TPACK What is more, the gap between pre-service teachers' confidence in using technology and their confidence in taking on leadership roles in coordinating technology use underscores the importance of targeted professional development and mentorship to prepare pre-service teachers for leadership roles in technology integration

EFL Teachers’ Attitudes towards Technology Integration

Most EFL pre-service teachers expressed positive attitudes towards technology integration, emphasizing the value of computers in teaching, comfort with using them, excitement about their potential, and belief in their capacity to enhance teaching effectiveness This aligns with existing research in the field of technology integration in education Scholars such as Puentedura (2010) and Mishra and Koehler (2006) have discussed the importance of the

"SAMR" model, which suggests that technology integration can enhance teaching and learning when it moves beyond substitution to modification and redefinition Positive attitudes are often linked to teachers who have successfully reached these higher levels of integration

A few survey participants reported experiencing stress related to using technology in teaching Likewise, there were varying opinions about whether technical problems hindered good teaching, with a majority disagreeing The findings showed partial similarities with the findings of Ertmer (1999) and Fullan (2001) that technology integration in addition to the benefits of teaching, there may also be some obstacles and challenges for teachers, especially when they encounter problems related to technology experience However, the positive attitudes of some participants who see these challenges as opportunities for learning align with the idea that effective technology integration involves overcoming hurdles and continuous improvement (Ertmer, 1999)

A portion of EFL pre-service teachers expressed skepticism about computers and some fear about using them in teaching and learning Skepticism was linked to concerns about overreliance on technology, while fear was centered on keeping up with rapid technological changes The skepticism and fear expressed by some participants align with the concept of technological determinism discussed in the literature (Cuban, 2001) Some educators fear that an overemphasis on technology could undermine the human aspects of teaching and learning

Additionally, concerns about keeping pace with technological advancements are well- documented in the literature (Kozma, 2003) Educators' fear of becoming technologically outdated is a recognized issue that requires attention in teacher professional development.

Correlation between TPACK Levels and Attitudes Towards Technology Integration

The study found a strong positive correlation between TPACK and attitudes towards technology This means that EFL pre-service teachers with a balanced integration of technological, pedagogical, and content knowledge exhibit positive attitudes toward technology in teaching This aligns with the concept that TPACK is more than the sum of its components; it represents a holistic approach to technology integration (Mishra & Koehler, 2006) The study also revealed a correlation between participants' confidence in using technology and their attitudes towards it As they gained confidence in integrating technology effectively, their attitudes toward technology in teaching became more positive This finding is consistent with existing research showing that teachers' confidence in technology is a significant factor in their willingness to integrate it into their teaching practices (Ertmer et al., 2007)

The study found moderately positive correlations among individual TPACK constructs (CK, PK, TK) and two-dimensional categories (TCK), statistically significant but not as substantial as the correlation between TPACK and attitudes toward technology This emphasizes the importance of the synergistic relationship between these knowledge components within the TPACK framework (Mishra & Koehler, 2006) The qualitative responses from participants highlight the sense of empowerment that results from adopting TPACK practices Participants expressed that as they learned to integrate technology with their teaching strategies and content, their confidence increased, and they felt more in control of their teaching This empowerment aspect of TPACK aligns with the idea that TPACK is not just a set of skills but a mindset that drives professional growth and innovation (Koehler & Mishra, 2009)

The results show similarities with the results of Kozikoğlu and Babacan (2019), who surveyed 721 English teachers in Turkey and found that teachers have a high level of knowledge about TPACK Additionally, teaching experience did not make a difference in TPACK among teachers Nazari et al (2019) studied the differences in TPACK between 427 experienced and less experienced English teachers in Teheran The two tools used were surveys based on the tool of Schmidt et al (2009) and in-depth interviews The results show that teachers with more experience have higher scores on PK and PCK, but on the contrary, the group of less experienced teachers have higher scores on TK, TCK, TPK, and TPACK Age is inversely proportional to knowledge about TPACK Prasojo et al (2020) surveyed 573 English teachers in Indonesia using a 28-question tool including seven factors The results show that teachers have below-average technological knowledge despite having sufficient pedagogical knowledge Gender and age are two factors that create differences in TPACK capacity among teachers Female teachers have higher TPACK competencies than male teachers, while younger teachers under 35 years old have higher TPACK competencies than older teachers (> 35), a result similar to Nazari et al (2019) Tai's (2015) research in Taiwan shows that elementary school English teachers develop TPACK capacity after participating in training workshops using the TPACK model to design applied teaching activities

In summary, the findings emphasize the importance of TPACK in shaping positive attitudes toward technology in teaching and highlight the empowerment that results from adopting TPACK practices They also underscore the interconnectedness of confidence, knowledge, and attitudes in technology integration, reinforcing the holistic nature of effective technology use in education

Potential Predictors for Pre-Service Teachers’ Perceived TPACK

The key finding of the regression analysis in this study is the significance of TK as a predictor of TPACK The positive association between TK and TPACK aligns with the existing literature emphasizing the importance of technological knowledge in the TPACK framework (Baser et al., 2016) The idea that TK plays a central role in TPACK development is consistent with the understanding that teachers must be proficient in technology to effectively integrate it into their teaching practices (Mishra & Koehler, 2006) The qualitative responses from participants in the study highlight how improving technological knowledge positively transformed their teaching practices This resonates with previous research showing that teachers who enhance their technological knowledge can envision and implement more effective ways to use technology for student learning (Ertmer et al., 2007; Koehler & Mishra, 2009; Niess, 2005)

The current study found that while most predictors (Attitudes, CK, PK, CPK, TPK, TCK) were not individually significant with p-values below 0.005, the collective significance of the model suggests that these factors, as a group, contribute to explaining TPACK variability This emphasizes the interplay of multiple factors in TPACK development In contrast, TK stood out as a statistically significant predictor This finding underscores the unique role of TK in TPACK development The study raises a question about whether the traditional visualization of TPACK as a three-legged structure should be rethought and reshaped to give more weight to technological knowledge While this perspective challenges the traditional TPACK framework, the literature generally depicts TPACK as an integrated model where all knowledge components (content, pedagogical, and technological) work together to inform effective teaching (Mishra & Koehler, 2006) The study's findings suggest that TK is a foundational component, but it does not necessarily negate the value of the other knowledge components in TPACK

In summary, the study's finding regarding the significance of TK in predicting

TPACK aligns with existing literature on the importance of technological knowledge in effective technology integration However, it also raises questions about potential revisions to the traditional TPACK framework It underscores the need for a balanced approach that recognizes the synergy among content, pedagogical, and technological knowledge components in TPACK development

In conclusion, this chapter has comprehensively explored pre-service EFL teachers' Technological Pedagogical Content Knowledge (TPACK) and their attitudes toward technology integration in English teaching The empirical findings discussed here shed light on the complex interplay between content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK) within the TPACK framework Participants in the study perceive themselves as having a solid grasp of content knowledge, with a slightly higher confidence in pedagogical knowledge and the highest confidence in technological knowledge These findings underscore the importance of recognizing the nuanced nature of TPACK and the need for ongoing professional development to enhance teachers' abilities to integrate technology effectively

Furthermore, this chapter highlights the positive attitudes of pre-service EFL teachers towards technology integration, emphasizing its potential to enhance teaching effectiveness While some expressed concerns and skepticism, these findings reflect educators' diverse experiences and perspectives when incorporating technology into their teaching practices

The correlations between TPACK levels and attitudes toward technology integration reaffirm the holistic nature of effective technology use in education As pre-service teachers

75 gain confidence in integrating technology effectively, their attitudes toward technology become more positive Moreover, the regression analysis highlights the significant role of technological knowledge (TK) as a predictor of TPACK, challenging traditional depictions of TPACK as a three-legged structure and prompting considerations for its potential revision

CONCLUSION AND IMPLICATIONS

Summary of Key Findings

This research explores pre-service EFL (English as a Foreign Language) teachers' Technological Pedagogical Content Knowledge (TPACK) and their attitudes towards technology integration in Vietnam The key findings are as follows:

Pre-service EFL Teachers' TPACK Levels and Attitudes Towards Technology Integration

Pedagogical Knowledge (PK) is slightly higher than Content Knowledge (CK), but there are challenges in differentiating instruction and assessing student learning Technological Knowledge (TK) is relatively high, but there are concerns about solving technical problems and keeping up with new technologies Technological Content Knowledge (TCK) scores are high, suggesting that participants recognize the value of technology in teaching specific content Pedagogical Content Knowledge (PCK) scores are slightly lower Overall TPACK score is high

(M= 3.91; SD=0.61), indicating a positive disposition towards technology integration

Participants are less confident in providing leadership for coordinating technology use for others, highlighting the complexity of leading technology integration efforts

The findings from the current study reveal that most pre-service EFL teachers express positive attitudes towards technology integration in education They see computers as valuable tools, are comfortable using them, and believe in their capacity to enhance teaching Besides positive attitudes, some pre-service teachers reported experiencing stress related to using technology, while others did not There are varying opinions about whether technical problems hinder teaching Some expressed skepticism about overreliance on technology and fear of keeping up with rapid technological changes However, the proportion of participants who are skeptical and have negative attitudes toward using information technology in teaching is small Therefore, although this issue needs attention and change, it is manageable in the research context of this study

Correlation Between TPACK Levels and Attitudes Towards Technology Integration

The findings indicated that there is a strong and highly significant positive correlation between TPACK levels and attitudes towards technology integration As teachers gain confidence in integrating technology, their attitudes become more positive Moderate positive correlations exist among individual TPACK constructs (CK, PK, TK) and two-dimensional categories (TCK) Specifically, the component with the most significant positive correlation is TCK, with a correlation coefficient of 0.432 (sig = 0.001), and the component with the second highest correlation is CK, at 0.426 (sig.= 0.001) The component with the least strong correlation is PCK, with the smallest correlation coefficient of 0.267 (sig.= 0.039) These correlations emphasize the synergistic relationship between these knowledge components within the TPACK framework

Technological Knowledge (TK) is a significant predictor of TPACK Improved TK positively transforms teaching practices, emphasizing the importance of technological knowledge in TPACK development While most predictors are not individually significant, collectively, these factors contribute to explaining TPACK variability, highlighting the interplay of multiple factors in TPACK development The study suggests that TK's significance may challenge the traditional TPACK framework's visualization as a three-legged structure and raises questions about potential revisions while recognizing the synergy among content, pedagogical, and technological knowledge components in TPACK development

6.2 Implications for students and teachers

6.2.1 Implications for Students: Fostering Positive Attitudes, Effective Practices, and Digital Literacy

To optimize the application of the Technological Pedagogical Content Knowledge (TPACK) model in foreign language teaching, it is imperative to address diverse attitudes among pre-service EFL teachers While only a minority expressed skepticism and concerns about technology integration, adopting comprehensive strategies is recommended These may include not only alleviating concerns but also providing nuanced training programs and communicating the multifaceted benefits of technology in education These approaches align with the evolving landscape of digital literacy, necessitating educators to not only embrace technology but also understand its pedagogical implications To this end, teacher professional development, inspired by scholars like Darling-Hammond and McLaughlin (1995), should focus on tailored strategies that consider the diverse beliefs and attitudes of educators The cultivation of positive attitudes and effective practices in technology integration among

79 students requires not only the acknowledgment of varying perspectives but also the provision of support, training, and opportunities for reflection

6.2.2 Implications for Teacher Trainers: Nurturing Leadership, Technical Skills, and Reflective Practices

In preparing educators for the complexities of technology integration, teacher trainers play a pivotal role The findings underscore the importance of acknowledging and addressing specific challenges and uncertainties faced by pre-service teachers This highlights the need for teacher preparation programs and professional development initiatives to evolve beyond technical proficiency Guidance and support should be provided to develop leadership skills crucial for effective technology integration Recognizing that proficiency in technology does not automatically translate into effective leadership, teacher education programs should incorporate training and mentorship opportunities that specifically target leadership and support roles in technology adoption (Ertmer, Ottenbreit-Leftwich, & York, 2007)

Furthermore, the findings underscore the need for a balanced approach to technology integration Educators should not only develop technical skills but also gain the confidence and abilities required to support their peers in integrating technology effectively into their teaching practices The fostering of reflective practices is essential, enabling teachers to critically assess and adapt their strategies in response to evolving educational technologies (Mishra & Koehler, 2006)

6.2.3 Implications for Policy-Makers: Shaping Holistic Approaches and

Recognizing Technological Knowledge's Central Role

Policy-makers need to recognize the central role of TPACK as a transformative framework for teacher education and professional development The robust correlation between TPACK and attitudes towards technology underscores its significance in shaping

80 teachers' perspectives Beyond the development of TPACK, emphasis should be placed on building teachers' confidence in applying it through practical experiences and ongoing professional development Policymakers should actively promote the recognition and incorporation of this aspect of TPACK in teacher education programs, aligning with contemporary educational paradigms Additionally, the transformative role of Technological Knowledge (TK) in predicting TPACK highlights the necessity of prioritizing technological knowledge in teacher preparation programs Policymakers should consider revising the

TPACK framework to better reflect the synergistic relationship among content, pedagogical, and technological knowledge components This includes recognizing and incorporating TK as a central element in TPACK development, ensuring educators are equipped to navigate the complexities of technology integration in diverse educational settings A thorough understanding of these implications is essential for shaping policies that support the holistic development of educators in the dynamic digital age

Below are some limitations of the study that should be taken into consideration:

1 Sample Size and Representativeness: The study used a convenience sampling method, which may not accurately represent the broader population of pre-service EFL teachers in Vietnam The relatively small sample size of 60 participants might limit the generalizability of the findings to a larger population

2 Year of Study Bias: The study primarily focused on junior and senior pre-service teachers, potentially overlooking the perspectives of freshmen or other groups with varying levels of experience and knowledge This limitation may restrict the study's

81 ability to provide a comprehensive understanding of TPACK development among all pre-service EFL teachers

3 Self-Reported Data: The data collection relied heavily on self-reported responses through surveys and interviews Self-reporting can be subject to social desirability bias, and participants may give answers based on crowd trends that are not their own experiences

4 Context Specificity: The research was conducted in a specific context, which may not fully represent the diversity of EFL teacher training programs in other insitutions in Vietnam The findings of this study might be context-dependent and may not applicable universally