Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers’ TPACK in Czech Elementary School

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F18%3A00103842" target="_blank" >RIV/00216224:14210/18:00103842 - isvavai.cz</a>

Result on the web

<a href="http://dx.doi.org/10.26529/cepsj.8.3" target="_blank" >http://dx.doi.org/10.26529/cepsj.8.3</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.26529/cepsj.8.3" target="_blank" >10.26529/cepsj.8.3</a>

Result language

angličtina

Original language name

Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers’ TPACK in Czech Elementary School

Original language description

This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Language teachers developed teaching competence and practised information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge –TPACK -in-Action Model. It advocates a ‘learning by doing’ approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning competency for teaching and practice in an English as a Foreign Language environment. Under this model, this study conducted qualitative analysis and found two different approaches in practice, which were categorised as Formal Practice and Functional Practice. The former involved a conservative mechanical practice of technology use in language teaching whereas the latter involved it in terms of (social) construction. According to analyses based on conservative practices, teachers expressed that mechanical TPACK in association with technology in classes limited the transmission of mechanical knowledge from English texts. In Functional Practice, however, teachers drawing upon alternative learning interactions expressed positive transformation results from TPACK, associated with the use of technologies integrated into class instructions as a collaborative tool for learning models. In these latter integrated practices, teachers’ perceptions, practices, and reflections in combining technologies in an English as a Foreign Language environment, as new literacy skills, identified an increase in the learner’s creative potential.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Center for Educational Policy Studies Journal

ISSN

1855-9719

e-ISSN

2232-2647

Volume of the periodical

8

Issue of the periodical within the volume

3

Country of publishing house

SI - SLOVENIA

Number of pages

23

Pages from-to

141-163

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-85056613118