Khám phá năng lực dạy học theo tpack của giáo viên tiếng anh cấp thpt tại hải dương

Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN VIET LONG EXPLORING TPACK TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE COMPETENCY OF HAI DUONG PROVINCE HIGH SCHOOL ENGLI

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

NGUYEN VIET LONG

EXPLORING TPACK (TECHNOLOGICAL

PEDAGOGICAL CONTENT KNOWLEDGE) COMPETENCY OF HAI DUONG PROVINCE HIGH

SCHOOL ENGLISH TEACHERS

M.A THESIS Field: English Linguistic Code: 822.02.01

THAI NGUYEN -2023

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

NGUYEN VIET LONG

EXPLORING TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) COMPETENCY OF HAI DUONG PROVINCE HIGH

SCHOOL ENGLISH TEACHERS

M.A THESIS (APPLICATION ORIENTATION)

Field: English Linguistics

Code: 8220201

Supervisor: Nguyen Thi Minh Loan, Ph.D

THAI NGUYEN - 2023

ĐẠI HỌC THÁI NGUYÊN

TRƯỜNG NGOẠI NGỮ

NGUYỄN VIỆT LONG

KHÁM PHÁ NĂNG LỰC DẠY HỌC THEO TPACK CỦA GIÁO VIÊN TIẾNG ANH CẤP THPT

TẠI HẢI DƯƠNG

LUẬN VĂN THẠC SĨ (Định hướng ứng dụng)

Ngành: Ngôn ngữ Anh

Mã số: 8220201 Cán bộ hướng dẫn: TS Nguyễn Thị Minh Loan

THÁI NGUYÊN - 2023

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DECLARATION

I hereby certify that the thesis “EXPLORING TPACK (TECHNOLOGICAL

PEDAGOGICAL CONTENT KNOWLEDGE) COMPETENCY OF HAI DUONG PROVINCE HIGH SCHOOL ENGLISH TEACHERS” is submitted

for the partial fulfillment of the Degree of Master of Arts at the School of foreign languages, Thai Nguyen University I also declare that this thesis is result of my own

research and efforts and that it has not been submitted for any other purposes

Thai Nguyen, February, 2023

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ACKNOWLEDGEMENTS

First and foremost, I would also like to express my sincere gratitude and deep appreciation to my supervisor, Dr Nguyen Thi Minh Loan for her precious guidance, critical comments and constructive supervision through my research Without these, the thesis could not have been completed

Secondly, my gratitude goes to 30 teachers from high schools in Hai Duong province, who enthusiastically participated in the research procedure I am very grateful to all of them for providing detailed information for the analysis of the study

Thirdly, I would like to show my deep gratitude to all the lecturers at School

of Foreign Languages, Thai Nguyen University for the valuable lectures, which laid the foundation for my thesis

Last but not least, I must express my gratitude to my beloved family - my parents, my sister and my best friend whose support and encouragement have always been a great deal of strength that has helped me to complete this thesis

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TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

TABLE OF CONTENTS iii

LIST OF TABLES v

LIST OF FIGURES vii

LIST OF ABBREVIATION viii

ABSTRACT ix CHAPTER 1: INTRODUCTION I

1.1 Rationale I 1.2 Aims of the study II 1.3 Scope of the study II 1.4 Significance of the study III 1.5 Organization of the study III

CHAPTER 2: LITERATURE REVIEW IV

2.1 Online teaching competencies IV 2.1.1 Definition of online teaching competences IV 2.1.2 Classification of online teaching competences IV 2.1.3 Importance of online teaching competencies in high school English teaching VII 2.1.4 Skills for online teaching X 2.2 Technological Pedagogical and Content Knowledge (TPACK) XIII

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2.3 Challenges in online teaching XV 2.4 Previous studies XVII 2.5 Summary XIX

CHAPTER 3: METHODOLOGY XX

3.1 Research questions XX 3.2 Research design XX 3.3 Subjects of the study XX 3.4 Data collection instruments XXI 3.4.1 Questionnaire XXI 3.4.2 Interview XXII 3.5 Data collection procedure XXIII 3.6 Data analysis procedure XXIV 3.7 Summary XXIV

CHAPTER 4: FINDINGS AND DISCUSSION XXV

4.1 Findings XXV 4.1.1 Findings from the questionnaire XXV 4.1.2 Findings from the interview XXXI 4.2 Discussion XXXV 4.2.1 Research question 1: What are the online teaching competencies of the English teachers in terms of TPACK? XXXVI 4.2.2 Research question 2: What are the challenges that the teachers encounter

in teaching online? XXXVIII 4.3 Summary XXXIX

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CHAPTER 5: IMPLICATIONS AND CONCLUSION XLI

5.1 Conclusion XLI 5.2 Implications XLI 5.3 Limitations XLII

REFERENCES XLIII APPENDICES XLVIII

APPENDIX A: TPACK competency Survey XLVIII APPENDIX B: SEMI-STRUCTURED INTERVIEW QUESTIONS IX

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LIST OF TABLES

Table 4.1: Survey on technology knowledge of teachers XXV Table 4.2: Survey on content knowledge of teachers XXVI Table 4.3: Survey on pedagogical knowledge of teachers XXVII Table 4.4: Survey on pedagogical content knowledge of teachers XXVIII Table 4.5: Survey on technological pedagogical knowledge of teachers XXIX

Table 4.6: Survey on technological content knowledgeError! Bookmark not defined.

Table 4.7 Interview on the feeling of online teaching XXXI Table 4.8 Interview on the feeling of using technologies into the course XXXIII Table 4.9 Interview on the difficulties of online teaching practice XXXIV

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LIST OF FIGURES

Figure 2.1 A framework for acquiring online teaching competencies Error!

Bookmark not defined.

Figure 2.1 Categorization of online teaching competenciesError! Bookmark not

defined.

Figure 2.3: Relationships among technology, pedagogy, and content

knowledge Error! Bookmark not defined

TPK Technological Pedagogical Knowledge

PCK Pedagogical Content Knowledge

ISTE The International Society for Technology in Education VNU Vietnam National University

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ABSTRACT

The study was conducted with the hope that the result gained could evaluate the online teaching competency of high school English teachers in Hai Duong province The purpose of the study was to examine online teaching competency of English teachers in terms of the TPACK (Technological Pedagogical Content Knowledge) and to investigate the challenges the teachers were coping with This study was conducted at high school and the subjects were 30 English teachers from 5 high schools in Hai Duong province in the second semester of the school year 2021/2022 The results showed that the teachers’ technological knowledge, pedagogical content knowledge, and technological Content Knowledge was high These three areas of knowledge were considered to be the key components of TPACK, and the high average scores suggested that the teachers in Hai Duong province had a good level of competence in integrating technology into their teaching practice Finally, some further implications, limitations and suggestions for further studies were included in this study

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CHAPTER 1: INTRODUCTION 1.1 Rationale

Online teaching competence refers to the knowledge, skills, and attitudes necessary for educators to design, deliver, and assess effective online learning experiences for their students As the COVID-19 pandemic and advancements in digital technologies continue

to drive the need for online teaching, educators must possess technical proficiency in online platforms and tools, pedagogical expertise in designing effective online instruction, and communication skills to engage with learners Additionally, they must adapt their teaching strategies to cater to the diverse learning styles and preferences of online learners Online teaching competence is a multifaceted concept that encompasses various skills and knowledge areas Technical proficiency is essential for educators to effectively use online platforms and tools for teaching and learning This includes skills in video conferencing, learning management systems, multimedia tools, and other digital technologies used in online education

Pedagogical expertise is also crucial for designing effective online instruction that meets the needs of learners Educators must have a deep understanding of instructional design principles and be able to develop engaging and interactive learning activities that foster critical thinking, problem-solving, and collaboration among learners

Communication skills are another important aspect of online teaching competence, as educators must be able to effectively communicate with learners in online settings This includes skills in facilitating online discussions, providing feedback, and responding to learner needs and concerns

Finally, online teaching competence requires educators to adapt their teaching strategies to cater to the diverse learning styles and preferences of online learners This may involve using a variety of instructional strategies, such as visual aids, interactive activities, and multimedia tools, to enhance learner engagement and motivation

The Technological Pedagogical Content Knowledge (TPACK) framework, introduced by Mishra and Koehler in 2006, is a widely accepted model for understanding and implementing online teaching competencies TPACK is vital in assisting teachers to select and use hardware and software tools in a pedagogically appropriate and effective manner Despite its essential connection to subject content, only a few studies have explored how TPACK could be further developed for specific learning domains

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The TPack framework consists of three interrelated components: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK) CK refers to the subject matter knowledge that teachers have in their respective disciplines, while PK refers

to the knowledge and skills that teachers have in teaching and learning strategies TK refers

to the knowledge and skills that teachers have in using technology to enhance teaching and learning

The integration of these three components is what makes the TPACK framework unique and effective In order to effectively integrate technology into teaching and learning, teachers need to have a deep understanding of how the technology fits into their subject matter and pedagogical practices

Currently in Hai Duong, due to the COVID pandemic, teaching had to switch from the traditional model to the online teaching model In fact, every year in Hai Duong, there

were training sessions by the Department of Education in cooperation with Vietnam

National University (VNU)on e-teaching, familiarization with new textbooks and

teaching applications on sachmem.vn, hoclieu.vn, etc Therefore, the researcher would like

to investigate the online teaching competencies in terms of TPACK (Technological Pedagogical Content Knowledge) competency of the English teachers at high schools in Hai Duong province as well as the challenges they encountered when teaching online

during the COVID pandemic

1.2 Aims of the study

The aim of the study was to explore the current level of online teaching competency among high school English teachers Besides, this study would investigate the challenges the teachers were coping with

Therefore, the study would have the two following research questions:

1 What are the online teaching competencies of the English teachers in terms of TPACK?

2 What are the challenges that the teachers encounter in teaching online?

1.3 Scope of the study

Within the scope of a small-sized research paper, due to the time limitation and the fact that it was impossible to cover all the aspects in need of analysis, this study mainly focused on exploring highs school English teachers online teaching competency The setting of the study was in the 2nd term of the academic year 2021/2022 The subjects of

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the research were 30 senior high school English teachers in Hai Duong Province, Vietnam,

who had been teaching English online

The study's findings would be only meaningful in the particular online teaching situation in Hai Duong However, the findings could become a useful reference for other

teachers who want to solve their own problems in teaching online

1.4 Significance of the study

Practically, this study could identify the specific competencies required for high school English teachers to be effective in online teaching, which could contribute to improving the quality of online education The significance of the research was to provide insight into the skills and knowledge gaps that teachers had in online teaching This information were used to design professional development programs that could help teachers improve their online teaching competencies, which could ultimately lead to better learning outcomes for students

1.5 Organization of the study

This thesis consisted of five chapters

Chapter I, Introduction, presents the background to the study, states the aim of the

study, lists the research questions, the significance, the scope and the design of the study

Chapter II, Literature review, presents the online teaching competency,

Technological Pedagogical and Content Knowledge (TPACK), some challenges in online teaching and previous studies

Chapter III, Methodology, provides a detailed description of the research methods

including: research question, data collection instruments, subjects, procedures, and data analysis of the study

Chapter IV, Results and Discussion reports and discusses the results of the study Finally, Chapter V, Implications and Conclusion offers some implications for high

school English teacher online teaching competency, points out limitations, recommends directions for future research, and makes a final conclusion

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CHAPTER 2: LITERATURE REVIEW

This chapter discusses the theory and the previous research into the areas that form the underpinnings for this study The first section defines online teaching competencies In the second section, the researcher gives an overview of TPACK The third section discusses the challenges in online teaching The last area is a review of related studies

2.1 Online teaching competencies

2.1.1 Definition of online teaching competences

According to Zapata-Ros (2002), online teaching competences refer to the knowledge, skills, and abilities that are necessary for effective teaching in a virtual or online environment These competences may include a range of skills related to instructional design, online pedagogy, and digital tools and platforms For example, teachers who have online teaching competences may have skills in designing and delivering engaging online lessons, creating effective assessments, providing feedback and support to students in a virtual setting, and using technology to enhance learning experiences

Other important competences for online teaching may include communication and collaboration skills, as well as the ability to adapt to changing technologies and learning environments Online teaching competences are essential for providing high-quality instruction in a digital age and may vary depending on the specific context and subject matter of the course

2.1.2 Classification of online teaching competences

Various approaches have been used in categorizing competencies for online instruction, with Salmon (2003) dividing e-moderator competencies into five groups that include understanding the online process, technical skills, online communication skills, content expertise, and personal characteristics

The International Society for Technology in Education (ISTE)’s technology facilitation standards, published in 2001, outline the competencies required by technology facilitators to carry out their responsibilities These standards encompass various areas such

as technology operations and concepts, planning and designing of learning environments and experiences, curriculum development and teaching, assessment and evaluation,

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productivity and professional practices, social, ethical, legal, and human issues, procedures, policies, planning, and budgeting for technology environments, as well as leadership and vision Furthermore, several scholars, such as Baran and Correia (2014), Guasch, Alvarez, and Espasa (2010), Palloff and Pratt (2011), and Smith (2008), have identified personal, social, pedagogical, and technological online competencies, as well as a range of competencies related to content, design, communication, and management

In Dubins and Graham's (2009) study, they analyzed 17 online learning programs and identified eight competency categories, which include skills related to content management systems, technical skills, instructional design, social processes, assessment management, student orientation, institutional knowledge, and pedagogy/andragogy However, other researchers have gone beyond this and developed a framework that groups competencies into three stages

Abdous (2011) presents this framework in Figure 2.1, where the first stage involves before-teaching practices such as preparation, planning, and design During the teaching stage, competencies such as facilitating, interacting, and providing and seeking feedback are critical In the final stage, online instructors must demonstrate their ability to reflect on their teaching experiences and draw on lessons learned

In 2012, Bigatel, Ragan, Kennan, May, and Redmond identified seven categories of competencies for successful online teaching, which include active learning, administration and leadership, active teaching and responsiveness, multimedia technology, classroom decorum, technological competence, and policy enforcement

Maryland Online (MOL) developed a professional development project called Certificate for Online Adjunct Teaching (COAT) in 2008, which aims to enhance the competencies of online faculty COAT focuses on developing competencies in areas such

as orienting students to online learning, technology skills, basic instructional design principles, pedagogy and andragogy, social process and presence, Internet safety for k-12, managing assessment, and legal and institution-specific policy and procedure Other institutions have adopted COAT to prepare their instructional staff for online teaching

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Figure 2.1 A framework for acquiring online teaching competencies

To a certain extent, the aforementioned categories demonstrate the elevated expectations placed on online educators, who are expected to possess diverse skills and fulfill various responsibilities However, this notion is impractical as it is difficult for online instructors to effectively balance each of these roles To address this issue, it is important

to prioritize and categorize the skills necessary for online teaching based on the roles that instructors will actually perform (Bawane & Spector, 2009) While educational institutions can provide technical support for utilizing online platforms and technology, it is equally important for instructors to possess the knowledge and skills to troubleshoot and handle any technical issues that may arise (Alman & Tomer, 2012)

The competencies identified in prior research are displayed in Figure 2.1, which enables examination of the categories that are more commonly featured in the literature A greater number of studies have focused on competencies in pedagogy, technology, design, content, management, institutional, communication, and social categories Additionally, it appears that communication and institutional competencies are sometimes used interchangeably with social and management, respectively, to suggest that the competencies are similar

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Figure 2.2 Categorization of online teaching competencies

The outcome aligns with the Technological Pedagogical Content Knowledge (TPACK) model established by Koehler and colleagues, which builds upon the pedagogical content knowledge developed by Lee Shulman TPACK suggests that effective utilization

of technology in teaching involves the integration of knowledge of content, pedagogy, and technology Consequently, this study employed TPACK as a framework to assess the online teaching capabilities of the educators

2.1.3 Importance of online teaching competencies in high school English teaching

With the increasing use of technology in education, online teaching has become more common, and teachers need to adapt to this new mode of teaching The importance of online teaching competencies in high school English teaching can be explained in the following points:

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Effective Course Design: The course design is a critical aspect of online teaching, and

high school English teachers need to be competent in designing courses for an online environment They need to create a clear course structure, which is easy to navigate, and students can understand the sequence of the course content Teachers need to choose appropriate online tools and resources to enhance student learning, such as multimedia resources, virtual field trips, and online games Moreover, teachers need to consider the learning objectives, outcomes, and assessments when designing courses for an online environment An effective course design is crucial for high school English teachers to ensure that their students can achieve the learning outcomes and become proficient in the English language

Facilitating Online Discussions: Facilitating online discussions is an important aspect

of online teaching competencies for high school English teachers Teachers need to use various online tools such as discussion forums, chat rooms, and video conferencing to create opportunities for student interaction and collaboration It is essential for teachers to provide clear guidelines and expectations for online discussions, such as guidelines for posting and responding to comments Teachers need to monitor the discussions and provide feedback to students, which can be challenging in an online environment However, effective online discussion facilitation can lead to increased student engagement and improve their language skills, leading to better learning outcomes Therefore, high school English teachers must possess pedagogical and social competencies to facilitate effective online discussions

Providing Timely Feedback: Timely feedback is especially crucial in an online

environment, where students may feel disconnected from their teachers and peers Online teaching platforms offer several ways to provide feedback, such as through email, discussion forums, and chat However, teachers need to ensure that the feedback they provide is specific, constructive, and personalized to the student's needs In an online environment, teachers may have to be more intentional and deliberate in their feedback to ensure that students receive the same level of attention and support as they would in a traditional classroom setting Furthermore, teachers need to establish clear guidelines for when and how they will provide feedback to ensure that students receive it in a timely and consistent manner Overall, providing timely feedback is a critical online teaching

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competency for high school English teachers, as it supports student learning and promotes engagement and motivation in an online learning environment

Adapting Instruction for Diverse Learning Needs: High school students have different

learning needs, and teachers need to adapt their instruction to meet these needs Pedagogical competencies enable teachers to design online instruction that caters to different learning styles and abilities For instance, teachers can use a variety of online tools and resources to accommodate different learning preferences such as visual, auditory, or kinesthetic Teachers can also provide differentiated instruction to address the diverse learning needs of their students Content competencies are equally important in adapting instruction High school English teachers need to have a deep understanding of the subject matter to tailor their instruction to different learning needs They can use different instructional strategies, such as providing real-world examples, to make the content relevant and engaging to students Adapting instruction for diverse learning needs can lead

to better learning outcomes and student engagement in online instruction Therefore, high school English teachers need to have the necessary competencies to deliver instruction that meets the diverse learning needs of their students

Building a Supportive Learning Community: Building a supportive learning

community is essential for high school English teachers to create an environment where students can learn and interact with each other Teachers need to encourage collaboration among students and create opportunities for them to connect with one another They also need to be accessible and responsive to students' questions and concerns Additionally, teachers need to use appropriate online tools to foster social interaction, such as video conferencing, chat rooms, and discussion boards By building a supportive learning community, high school English teachers can create a positive online learning experience that promotes engagement and academic success

Online teaching competencies are crucial for high school English teachers who are increasingly transitioning to online instruction due to the COVID-19 pandemic It is essential that English teachers possess technological competencies to deliver instruction through virtual platforms and pedagogical competencies to design and implement effective online teaching strategies that cater to the needs of diverse learners In summary, online teaching competencies enable high school English teachers to provide quality instruction that meets the needs of 21st-century learners in the digital age

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2.1.4 Skills for online teaching

Online teaching requires a distinct skill set that differs from traditional classroom teaching To be an effective online instructor, it is crucial to possess certain skills

These skills include pedagogical skills, which entail a comprehensive understanding

of online teaching and pedagogy To demonstrate this understanding, instructors must apply several principles and strategies, such as utilizing learning theories like adult learning theory, collaborative learning, and learning styles Other essential strategies include designing and implementing appropriate instructional strategies, classroom assessment, and student engagement techniques Additionally, instructors must organize and facilitate students' participation and provide guidance and support as needed Effective instructors also motivate students by showing enthusiasm and interest, encourage the construction of knowledge based on prior knowledge and life experiences, foster self-assessment and reflection, and promote group interaction, collaboration, and teamwork These skills are vital for online instructors to ensure that students have an engaging and effective learning experience (Abdous, 2011; Bailey & Card, 2009; Bailie, 2011; Bawane & Spector, 2009; Craddock & Gunzelman, 2013; Munoz Carril et al., 2013)

To be effective online instructors, individuals must possess a set of content skills, which involve a variety of tasks such as demonstrating mastery of the subject matter, setting learning goals and objectives that are appropriate for the learners' level and characteristics, creating learning and assessment activities that are aligned with the learning goals and objectives, outlining the course components and elements, designing a teaching proposal, selecting appropriate learning resources that cater to different learning styles, connecting the content to scientific, social, cultural, and other relevant phenomena, and compiling an inventory of both existing and additional content and resources that may be required (Abdous, 2011; Bailie, 2011; Bailey & Card, 2009; Bawane & Spector, 2009; Munoz Carril

et al., 2013)

Developing online courses is a complex task that requires the collaboration of various professionals, such as instructional designers, instructional technologists, graphic and media designers, production teams, and librarians (Abdous, 2011) These professionals work together to create high-quality online courses (Haughton, Sandt, & Slantcheva-Durst, 2014) However, online instructors must also possess certain design skills, including an

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understanding and application of instructional design principles, the ability to organize and present learning materials in different formats, collaboration with production teams to design learning activities, and the utilization of feedback from previous courses to improve and assess course design quality using tools such as the Quality Matters Rubric (Abdous, 2011; Bawane & Spector, 2009; Munoz Carril et al., 2013; Newby, Eagleson, & Pfander, 2014)

Although online learning is heavily reliant on technology, it is not essential for online instructors to be highly skilled in technology However, online instructors do need to possess sufficient technological literacy skills, such as being able to access different technological resources and tools, such as email, internet browsers, learning management systems, text and video chat applications, and productivity software and applications They should also understand the teaching and learning capabilities and limitations of these tools,

be aware of the technical aspects of creating e-content, such as e-books and instructional videos, and stay up-to-date with the latest developments in educational technology and software These points have been highlighted in several studies, including Abdous (2011), Alman and Tomer (2012), Bailie (2011), Bailey and Card (2009), Bawane and Spector (2009), and Munoz-Carril et al (2013)

In online learning environments, managing courses and learning is crucial, as classroom management is important in face-to-face education Successful online instructors should also be aware of institutional policies and norms Competencies and responsibilities related to these areas include: clarifying the roles and expectations of the instructor and learners; effectively managing course time and implementing time-saving strategies; exhibiting leadership, management, mentoring, and coaching skills, as well as knowledge of administrative procedures; regularly monitoring course and student progress; establishing and communicating rules and guidelines for participation, assignment submission, timeliness, feedback, and communication protocols; conducting and interpreting research on classroom teaching; showing commitment to institutional policies; maintaining contact and collaborating with online teaching and administrative teams; and complying with ethical, legal, and copyright standards These competencies are supported

by several studies (Bailie, 2011; Bawane & Spector, 2009; Craddock & Gunzelman, 2013; Munoz Carril et al., 2013)

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Active communication and social presence are essential for engaging online learners Online instructors need to use a variety of communication tools, such as email, video chat, and text messages, to promote interactivity among learners Effective activities to achieve this include facilitating and maintaining interactive discussions, using understandable language, respecting cultural differences, and emphasizing important points with font colors and effects Instructors should also ensure the quality and accuracy of written messages, personalize messages with a sense of humor, use different communication methods, and create a warm, friendly, and collegial atmosphere To build respectful relationships and a sense of community among learners, instructors should also show sensitivity and empathy when communicating online, resolve conflicts amicably, and offer advice and clarification These guidelines are supported by several studies (Abdous, 2011; Bailie, 2011; Bawane & Spector, 2009; Craddock & Gunzelman, 2013; Fuller & Yu, 2014; Munoz Carril et al., 2013)

The various skills, tasks, and competencies outlined above can be utilized to develop professional development programs for online educators Assessment tools and instruments based on these qualities can be developed to identify areas where professional development

is needed, as well as to establish goals and procedures for such development (Baran & Correia, 2014) Additionally, online instructors can use these competencies to evaluate their own proficiency, recognize their own learning needs, and take ownership of their learning and training as adult, self-regulated, and self-determined learners (Baran et al., 2013) Finally, competencies can be used to ensure that instructors are adequately prepared and qualified to teach in online learning environments

Online teaching requires a specific set of competencies that are crucial to plan, design, facilitate, and assess learning in online environments These competencies are divided into four categories: technological, pedagogical, social, and professional The technological competencies include the ability to use and integrate technology tools and platforms, while the pedagogical competencies encompass the knowledge and skills required to design and implement effective online teaching strategies Social competencies are crucial to establish and maintain positive and productive relationships with students, colleagues, and other stakeholders, while professional competencies emphasize continuous learning and improvement, ethical and responsible use of technology, and effective participation in

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professional networks and communities of practice Developing these competencies is crucial for effective and successful online teaching

2.2 Technological Pedagogical and Content Knowledge (TPACK)

The fast and constant evolution of technology necessitates a thorough examination of its impact on education and the beliefs of teachers (Margerum-Leys & Marx, 2002) To expand upon Shulman's (1986) "pedagogical content knowledge" model, Mishra and Koehler (2006) present a conceptual framework for teacher knowledge that encompasses technology knowledge In this framework, as illustrated in Figure 1, the three key areas of knowledge, namely technology, pedagogy, and content, are interconnected

Figure 2.3: Relationships among technology, pedagogy, and content knowledge

In the model, the three unitary types of knowledge are technology knowledge (TK), pedagogy knowledge (PK), and content knowledge (CK) The three knowledge constructs are explained below

Technology Knowledge (TK): This knowledge includes all instructional materials

from blackboard to advanced technologies (Koehler et al., 2007) In general, it refers to a variety of technologies used in learning environments (Margerum-Leys & Marx, 2002)

Pedagogy Knowledge (PK): According to Kanuka (2006), the concept of knowledge

in teaching involves understanding how to address individual learning needs and the various methods of presenting subject matter This knowledge is essentially the practical approaches, procedures, and methods that are necessary for effective teaching and learning,

as defined by Koehler et al (2007) Examples of this type of knowledge include general

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classroom management strategies, course planning, and knowledge of students' needs and abilities

Content Knowledge (CK): According to Koehler et al (2007), subject matter

knowledge is the type of knowledge that pertains to the specific subject area that a teacher teaches This knowledge answers the question of what topics or concepts will be taught in the classroom (Margerum-Leys & Marx, 2002) and encompasses the specific language, theories, constructs, and applications that are unique to a particular content area (Shulman, 1986), such as history, math, or biology Without this knowledge, an individual may hold misconceptions or incorrect information regarding the content area (Koehler & Mishra, 2009)

In addition, the model has the three dyadic components of knowledge: technological pedagogical knowledge (TPK), technological content knowledge (TCK), and pedagogical content knowledge (PCK) These types of knowledge are explained next

According to Margerum-Leys and Marx (2002), Technological Pedagogical Knowledge (TPK) involves understanding how to incorporate technology into teaching methods This requires a comprehensive understanding of how specific technologies can alter teaching and learning practices To effectively apply TPK, teachers must integrate technological tools and equipment with appropriate instructional designs and strategies by considering their capabilities and limitations However, as noted by Koehler and Mishra (2009), the majority of commonly used computer software is not designed for educational purposes, but rather for business, entertainment, communication, and social interaction Therefore, teachers must go beyond the general uses of these technologies and incorporate them into their teaching practices

Technological Content Knowledge (TCK): Margerum-Leys and Marx (2002)

proposed that Technological Pedagogical Content Knowledge (TCK) provides a structure that helps teachers determine the appropriate moments to incorporate technology into their teaching For example, Koehler and Mishra (2009) indicated that computer simulations could greatly improve the teaching of mathematics and physics This indicates that technology and content are interrelated and that teachers must possess a comprehensive understanding of both their content area and the specific technologies that can assist students in their learning

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Pedagogical Content Knowledge (PCK): As per Harris and colleagues (2007),

Pedagogical Content Knowledge (PCK) is the knowledge and understanding of teaching that is specific to a particular subject The effective transformation of subject matter into instruction requires the ability to present content in various ways, adapt teaching materials

to suit individual student needs and alternative perspectives, and establish connections between curriculum, assessment, and pedagogy

Finally, as the core of the model, TPACK is the intersection of the three knowledge bases

Ferdig (2006) proposed a model which emphasizes that educational technologies used for content-based instruction must be pedagogically appropriate Mishra and Koehler (2006) further highlight the significance of the interactions between the three components of Technological Pedagogical Content Knowledge (TPACK) Effective technology integration in teaching is a complex process that involves multiple dimensions, as explained

by Koehler and colleagues (2007) These dimensions include understanding how concepts are represented and formulated using technology, using pedagogical techniques that incorporate technology to teach content, recognizing the challenges in learning certain concepts and identifying how technology can address them, being aware of students' prior knowledge and their epistemological beliefs, and understanding how technology can be utilized to enhance existing knowledge and develop new or reinforce old epistemologies Although the importance of the TPACK is clear, extensive research on this type of knowledge has not been conducted yet (Strawhecker, 2005) Furthermore, very few studies have been found in the current literature about TPACK in English Language Teaching area Therefore, this study would be conducted to determine the English teachers’ TPACK competencies as well as their problems in online teaching

2.3 Challenges in online teaching

In contrast to traditional classrooms where face-to-face interaction is the norm, online classrooms pose a different challenge for teachers in effectively conveying lessons and facilitating learning outcomes However, teachers and learners from developing countries may encounter additional obstacles or technological barriers, as noted in previous literature Such obstacles include poor communication between instructors and learners, inadequate support, insufficient infrastructure, and low levels of ICT competence, as found

in Saudi Arabia (Aljaber, 2018) Similarly, in higher education institutions in Pakistan, lack

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of digital self-efficacy and poor internet connectivity have been identified as the primary obstacles to adopting information and communication technology (ICT) (Kanwal & Rehman, 2017)

Another study examined the difficulties hindering the effective adoption of ICT in higher education, which were categorized into three main groups: learner, teacher, and content development (Kebritchi et al., 2017) Hamutoğlu and Basarmak's (2020) research found that external barriers, including lack of funding, infrastructure, training, time, vision, and content, have a positive impact on internal barriers such as technological pedagogical self-efficacy, guidance, family resistance, and beliefs about learning and teaching activities In a separate study, Al-Samarraie and Saeed (2018) found that teachers' intrinsic and extrinsic motivation and digital self-efficacy significantly influence the continued use

of flipped teaching Tosuntaş et al.'s (2019) research identified poor infrastructure, limited digital competence, and low motivation as the primary obstacles to technology integration Online learning or teaching refers to the use of information technology and internet technology to rapidly disseminate content and facilitate learning Since 1998, e-learning has spread globally, with Asia joining North America and Europe in adopting online education as an important education method While online education is rapidly developing,

it is mostly used as a supplement to traditional classroom teaching However, due to the COVID-19 pandemic, higher education sectors have shifted to online teaching and learning, as required by the Ministry of Education Online learning can take various forms, including blended and fully online classes Blended learning combines face-to-face and computer-based learning, while fully online classes rely solely on web-based resources and learning management systems Flipped learning involves instructor-made learning resources, usually in the form of videos or other multimedia, that students can access before face-to-face classes

During in-person classes, students participate in constructive activities that allow them to apply what they have learned from flipped learning resources to assigned learning tasks Online teaching has several advantages, such as the ability to study from anywhere

at any time, flexibility in learning, and opportunities to improve teaching methods, pedagogy, and curriculum design Online learning can also lead to improvements in classroom engagement, communication skills, and self-confidence The convenience of the learning environment for both instructors and students is another benefit Additionally,

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research suggests that motivation and students' attitudes toward learning can be improved through online learning However, the sudden switch to fully online classes in higher education during the Covid-19 pandemic presented many challenges for academics Many teachers struggled to quickly adapt their face-to-face classes to online courses, particularly

if they lacked prior experience in online teaching They had to choose the appropriate learning management systems, social media platforms, synchronous and asynchronous tools, and other digital resources to ensure effective instruction for their students

The shift towards online teaching has brought with it several challenges for both teachers and students One of the main challenges is the need to adapt to new technologies and platforms, which can be difficult for those who are less technologically inclined Another challenge is the lack of face-to-face interaction, which can lead to feelings of isolation and detachment from the learning community Furthermore, there is a greater need for effective communication and collaboration skills, as well as effective time management and organization skills to ensure that students stay on track with their learning goals Finally, the issue of maintaining academic integrity in online environments remains a concern, with the need for effective measures to prevent cheating and plagiarism Despite these challenges, online teaching has proven to be an effective way to provide education, with the potential to reach a wider audience and offer more flexible learning opportunities

2.4 Previous studies

The literature on TPACK studies in various areas especially like mathematics, science and social sciences have been many, but the literature on language teaching has been few Various survey instruments have been created by researchers to evaluate the TPACK proficiency of pre-service and in-service educators Koehler and Mishra (2005) formulated

a 35-item survey, comprising 33 Likert scale questions and 2 short-answer queries, with the aim of assessing both the individual and group levels of TPCK knowledge Archambault and Crippen (2009) produced a 24-question survey to gauge TPACK in online teaching, utilizing a sample of 596 K-12 teachers To build a comprehensive survey that measures each component of the TPACK framework, Schmidt et al (2009) expanded on the aforementioned studies and utilized a sample of 124 pre-service teachers specializing

in elementary education In addition, Graham et al (2009) created a 30-item TPACK survey for science instruction

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Archambault and Crippen (2009) conducted a study to investigate the competency level of 596 teachers delivering their teaching online in terms of their Technological and Pedagogical Content Knowledge (TPACK) The results indicated that the participants had

a high level of Pedagogical Content Knowledge, but their confidence levels were low when the technological component was added

Terpstra (2009), who found that teachers had higher technological knowledge than technological pedagogical knowledge, and higher technological pedagogical knowledge than technological pedagogical content knowledge Terpstra emphasized that an interaction between technological, pedagogical, and content knowledge emerged when English teachers recognized the advantages of TPACK in a given subject area

In a separate study, Koh and Sing (2011) examined the perceptions of senior teachers towards TPACK, considering demographic factors such as age and gender, as well as seven components of TPACK The findings revealed that the TPACK components significantly influenced the perceptions of senior teachers, while demographic factors such as age and gender did not play a significant role in this process Additionally, among the TPACK components, Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) were identified as the most important determiners of TPACK

In 2012, Ansyari conducted a study using a design-based research approach to develop a professional development program for technology integration The study involved 12 English instructors, and the results indicated that all participants had positive experiences with the TPACK professional development program However, the study identified weaknesses in the program related to time constraints, technology exploration, and student engagement

Thai and Chuang (2012) suggested a model known as the "TPACK-in-Action" model, which aimed to help English teachers in Taiwan incorporate technology into their language classrooms To achieve this, they created a workshop for Computer Assisted Language Learning, which involved five key steps: (1) Modeling, (2) Analysis, (3) Demonstration, (4) Application, and (5) Reflection Through this program, in-service English teachers were able to gain knowledge on teaching with technology, while also being trained on making effective pedagogical decisions Additionally, they were taught how to apply the experiences they gained during the workshop to their actual teaching practices in their classrooms

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In Pamuk's (2012) study on technology integration among information and technology teachers using TPACK, it was discovered that the participants' learning experiences were hindering their ability to effectively integrate technology However, TPACK training programs were found to boost the teachers' theoretical, methodological, and technological competency

In 2013, Kurt and colleagues conducted a study in Turkey to investigate the development of Technological Pedagogical Content Knowledge (TPACK) in 22 senior English teachers over a 12-week period The teachers were introduced to the TPACK framework and engaged in various activities, including collaborative exploration of different technologies, development of technology-based materials, and designing and teaching technology-integrated lessons in a real classroom setting The study's results revealed a statistically significant increase in Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and TPACK scores of the English teachers from the beginning to the end of the study Many empirical studies had been conducted to examine student engagement and their experiences towards virtual classroom during lockdown period in Vietnam due to COVID-

19 pandemic However, there was a lack of research investigating the teachers’ online teaching competencies in terms of TPACK as well as the challenges towards online teaching

2.5 Summary

This chapter had addressed some major issues relating to the online teaching competences such as definitions, classification, the importance of online teaching competences and skills for online teaching that set the theoretical background for the current study Some understandings about online teaching competences were presented first Next, the researcher presented definition of TPACK This provided a framework for the present study The third section discussed the challenges in online teaching The last one presented previous studies

Based on the existing literature, the researcher had a firm background to carry out her research that would be described in the next chapter In the next chapter, research questions,

data collection instruments, subjects, and data collection procedure would be presented