The effect of EFL teachers’ Technological Pedagogical Content Knowledge (TPACK) on EFL teaching in Saudi Arabian Secondary Schools

Abstract

This dissertation aimed to investigate the level of Technological Pedagogical Content Knowledge (TPACK) of English as Foreign Language (EFL) teachers in Saudi Arabian male public secondary schools. Precisely, the research investigated teachers' knowledge of and attitudes towards implementing Information and Communication Technology (ICT) into EFL classrooms. The research utilised a mixed method research design with two main sources of data. First, an online survey employed to determine EFL teachers' knowledge, skills and attitudes towards implementing ICT into the EFL classroom. Second, EFL teachers were invited to participate in a semi-structured interview to further explore EFL teachers' knowledge of and attitudes towards ICT integration into the process of EFL learning and teaching. The TPACK framework developed by Mishra and Koehler (2006) was applied as the theoretical framework for the study. <br/> Findings of the study indicated that EFL teachers were able to use ICT in many different forms in an EFL teaching context. In particular, EFL teachers indicated a sound knowledge and skills of using ICT in an EFL context. This indicated that EFL teachers' use of technology was positively associated with their ICT knowledge and attitudes and with their perception of TPACK. Despite the many factors that influenced their responses, EFL teachers are mostly willing and ready to integrate ICT into the process of EFL teaching and learning.