Technology has normalised education and promoted teaching and learning activities. However, not all teachers effectively integrate technology into their instruction. Prior studies indicate that teacher knowledge impacts such integration. This study examines technology use among teachers teaching Chinese as a foreign language in Australian…

In the dynamic environment of 21st-century education, teaching methods for English as a Foreign Language (EFL) have seen substantial transformation. Modern students, frequently referred to as "digital natives," demand creative teaching techniques and refreshed educational settings. This study aims to investigate the challenges…

This study examined the Technological, Pedagogical, and Content Knowledge (TPACK) professional development needs of English as a Foreign Language (EFL) Teachers. EFL teachers participated in semi-structured interviews from seven primary schools in a middle-sized urban school district in the east part of China. Content analysis with frequency…

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study…

Objectives: The study aims to investigate the efficacy of the Poe ChatGPT-based TPACK model on EFL teachers' performance and their students' vocabulary learning. Methods: I designed four instruments to gather the research data: a survey of EFL teaching skills, a teaching knowledge test, an observation checklist for assessing teacher performance,…

Teaching-learning of the Arabic language has emerged as vital in both Muslim and non-Muslim countries. However, a lack of studies exists on measuring the technological pedagogical content knowledge (TPACK) of Arabic language teachers. Thus, this study explores Indonesian Arabic teachers' TPACK and provides a conceptualization that the elements of…

Multilingual Learners (MLs) can be the recipients of numerous benefits when teachers effectively support technology integration. However, integrating technology into the classroom presents challenges with varying degrees of difficulty. Instructional Technology Leaders (ITLs) and technology professional development (tech-PD) can help teachers with…

Technology reviews are a specific article genre published in several language teaching and learning journals. Their emergence is likely due to the proliferation of technology that facilitates and supports language acquisition. These reviews aim to increase teachers' and learners' awareness of the forms of technology available and succinctly…

Research on teachers' technological pedagogical content knowledge (TPACK) has been burgeoning recently. Yet, little is known about how teachers integrate AI tools such as ChatGPT in language teaching. This preliminary qualitative study investigates the exploration and incorporation of ChatGPT in language teaching by graduate student instructors…

The Technological Pedagogical Content Knowledge Framework in English Language Teaching (TPACK-ELT) has gained significant attention in educational research. This theoretical model explores the intricate interplay between technology, pedagogy, and content knowledge in language education. As technology continues to play a crucial role in teaching…

Teachers' perspectives are critical to the implementation of mobile-assisted language learning, particularly smartphone-assisted English language learning (SAELL), but have received scant scholarly attention. This study focuses on teachers' perspectives, examining their changing perceptions of and readiness for SAELL in the context of post-COVID…

Research on TPACK has been burgeoning recently. Some review studies in the field of educational technology have indicated issues and trends in TPACK research conducted in the past decades. However, a review of TPACK research specific to language teachers' knowledge about language teaching with technology has been lacking. To fill this research…

The present study investigates the use of generative artificial intelligence (AI) tools by pre-service teachers (PSTs) in lesson planning for a middle-school English as a foreign language (EFL) class, aiming to address gaps and inform teacher training. The case study examined PSTs in a South Korean university course who were tasked with creating…

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers' competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher…

This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected…