Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- NGUYEN PHU LAM PRE-SERVICE EFL VIETNAMESE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE TPACK
HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES NGUYEN PHU LAM PRE-SERVICE EFL VIETNAMESE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND THEIR ATTITUDES TOWARDS TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE TEACHING MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES NGUYEN PHU LAM PRE-SERVICE EFL VIETNAMESE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND THEIR ATTITUDES TOWARDS TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE TEACHING SUPERVISOR: PHAN QUYNH NHU, PH.D MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN PHÚ LÂM TPACK CỦA SINH VIÊN VIỆT NAM CHUYÊN NGÀNH SƯ PHẠM TIẾNG ANH VÀ THÁI ĐỘ CỦA HỌ ĐỐI VỚI VIỆC TÍCH HỢP CƠNG NGHỆ TRONG GIẢNG DẠY TIẾNG ANH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHAN QUỲNH NHƯ THỪA THIÊN HUẾ, 2023 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Date: 30/10/2023 LIST OF ABBREVIATIONS CK Content Knowledge EFL English as a Foreign Language ICT Information Communication Technology PCK Pedagogical Content Knowledge PK Pedagogical Knowledge TAM Technology Acceptance Model TCK Technological Content Knowledge TPACK Technological Pedagogical Content Knowledge TPK Technological Pedagogical Knowledge TK Technology Knowledge LIST OF TABLES Table 3.3.1 Reliability statistics of the official questionnaire 36 Table 3.3.2 Cronbach’s Alpha coefficient 37 Table 4.1.1 TPACK individual components’ descriptive statistics (CK, PK, TK) 48 Table 4.1.2 TPACK two-dimensional components’ descriptive statistics (PCK, TPK, TCK) 50 Table 4.1.3 Integrated TPACK descriptive statistics 51 Table 4.1.4 Comparisons between junior and senior pre-service teachers’ TPACK 53 Table 4.1.2.1 Participants' attitudes towards using technology in teaching and learning (N=60) 55 Table 4.2.1 Correlations between TPACK constructs and participant attitudes towards technology in teaching 58 Table 4.3.1 Predictors of EFL pre-service teachers' TPACK through regression analysis 61 LIST OF FIGURES Figure 2.1 Technological Pedagogical and Content Knowledge 23 Figure 3.5.2 Semi-structured interview data analysis process 42 TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP CHAPTER 1: INTRODUCTION 1.1 Research Background 1.2 Research Context 1.2.1 EFL Teacher Education Training Programs in Vietnam 1.2.2 Research Gaps 1.2.2.1 Limited Research on TPACK and Attitudes of Pre-service EFL Teachers in Vietnam 1.2.2.2 Gaps in Understanding TPACK and Attitudes Relationship in EFL Teaching 1.2.2.3 Underexplored Factors Predicting Perceived TPACK in EFL Teaching 1.3 Research Objectives and Research Questions: 1.3.1 Research Objectives 1.3.2 Research Questions 1.4 Significance of the study 1.5 Research Scope 1.6 Structure of the Thesis 10 CHAPTER 2: LITERATURE REVIEW 12 2.1 Using Technology in English Language Teaching 12 2.1.1 ICT Integration in EFL Teaching and Learning 12 2.1.2 ICT Application for English Language Skills 13 2.1.3 Factors Affecting ICT Application in EFL Contexts 16 2.1.4 Teachers’ Attitudes Toward Technology Integration 17 2.1.5 Contextually-Related Studies 18 2.2 TPACK as a Conceptual Framework 21 2.2.1 Definition of TPACK 21 2.2.2 Historical Aspects of TPACK 22 2.2.3 TPACK Construct: The Seven Components 23 2.2.4 TPACK in the EFL Context 26 CHAPTER 3: RESEARCH METHODOLOGY 32 3.1 Research Design 32 3.2 Participants of the Study 34 3.3 Data Collection Instruments 35 3.3.1 Survey 35 TPACK and qualitative research design Error! Bookmark not defined 3.3.2 Interviews 37 3.4 Data Collection Procedure 38 3.4.1 Web-Based Survey 38 3.4.2 Interview Conducting 39 3.5 Data Analysis 40 3.5.1 Quantitative Data Analysis 40 3.5.2 Qualitative Data Analysis 41 3.6 Reliability and validity 43 3.6.1 Reliability 43 3.6.2 Validity 44 CHAPTER 4: FINDINGS 47 4.1 Pre-Service EFL Teachers’ TPACK Levels And Attitudes Towards Technology Integration In Vietnam 47 4.1.1 EFL Teachers’ TPACK Levels 47 4.1.2 Pre-service Teachers' Attitudes Towards Technology 54 4.2 The Correlation Between Their TPACK Levels And Attitudes Towards Technology Integration 58 4.3 Factors Predicting Teachers’ Perceived TPACK 61 CHAPTER 5: DISCUSSION 65 5.1 EFL Teachers’ TPACK Levels 65 5.2 EFL Teachers’ Attitudes towards Technology Integration 70 5.3 Correlation between TPACK Levels and Attitudes Towards Technology Integration 71 5.4 Potential Predictors for Pre-Service Teachers’ Perceived TPACK 73 CHAPTER 6: CONCLUSION AND IMPLICATIONS 76 6.1 Summary of Key Findings 76 6.2 Limitations of the Study 80 6.3 Recommendations for Future Studies 81 REFERENCES 85 APPENDICES 91 Appendix A: English Pedagogy Training program at University of Foreign Languages and international studies, Hue University ……………………………………………92 Appendix B: The survey questionnaire …………………………………………… 93 Appendix C: Interview questions ………………………………………………… 98