Thanh-Thao Le1,*and Trut-Thuy Pham2
1Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho city, Vietnam
2Department of English Language, Center for Human Resources, Nam Can Tho University, Can Tho city, Vietnam
Introduction:In the current digital age, it is crucial for education to evolve to meet the changing demands of students. English language education is one such field that has been impacted by the growing expectation among students that their teachers use technology to facilitate learning. The objective of the present study was to assess the expectations of English as a Foreign Language (EFL) students regarding the proficiency of their English teachers in using technology for instructional purposes, using the Technological, Pedagogical, and Content Knowledge (TPACK) framework.Methodology:This study utilized a quantitative approach, and data was collected through a 22-item e-questionnaire to measurethe students’ expectations oftheir English teachers’ TPACK competence. The sample consisted of 363 EFL students from two universities in the Mekong Delta,Vietnam.Results:The results showed that pedagogical knowledge was the most expected component by students, while technological knowledge was the least expected. To put it differently, the students desired their English teachers to excel in structuring lessons, managing the classroom, evaluating and assessing their progress, and being able to provide various learning experiences that catered to the unique requirements and preferences of individual learners. However, the students were not particularly concerned about their teachers’ proficiency in using various digital tools, hardware, software, and technological resources.Conclusion:The findings of this study highlighted the importance of improving English teachers’ TPACK competence through TPACK-centered professional development programs. This study provides practical strategies for the same and opens up avenues for future research in this field.
The landscape of English as a Foreign Language (EFL) pedagogy has undergone significant transformation in recent times, driven by increasing globalization and the widespread recognition of English as the primary medium for intercultural communication (Xue & Zuo, 2013). This shift has underscored the need for proficient and skilled EFL educators. The Technological Pedagogical Content Knowledge (TPACK) framework, introduced by Mishra and Koehler (2006), offers a comprehensive approach to evaluate and enhance teachers’ capabilities in integrating technology into their pedagogical practices.