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 hướng dẫn: TS Nguyễn Thị Minh Loan THÁI NGUYÊN - 2023 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 Approved by supervisor Author’s Signature: Dr Nguyen Thi Minh Loan Nguyen Viet Long i 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 ii 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 iii 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 iv 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 v 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 vi 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 vii