TPACK Framework in an EFL Context in Saudi Arabia: Relationship Between EFL Teachers' TPACK Level and Attitudes and Factors Influencing TPACK
DOI:
https://doi.org/10.17507/jltr.1603.33Keywords:
technological pedagogical and content knowledge (TPACK), attitudes, English as a foreign language (EFL)Abstract
This study aimed to explore EFL teachers' mastery of technological pedagogical and content knowledge (TPACK) and the relationship between EFL teachers' TPACK level and attitudes toward technology in middle schools in Saudi Arabia. It also aimed to examine whether Saudi EFL teachers' TPACK levels differ due to gender, educational level, years of experience, and professional development. Data were collected via a survey of 108 Saudi EFL teachers working in middle schools. According to the findings, EFL teachers had a moderate-to-high level for all TPACK dimensions. The study also found a strong and positive relationship between Saudi EFL teachers' TPACK level and their attitudes toward technology in middle schools. The results revealed a significant difference in teachers' TPACK level based on gender, teaching experience, and training. However, TPACK level did not differ significantly based on educational level. This study provided some recommendations for improving and applying TPACK in EFL classrooms and suggestions for future studies.
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