PROFICIENCY OF LANGUAGE TEACHER BASED ON TECHNOLOGICAL

PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK)

Introduction

Education plays one of the most important roles in developing society. As we are
in the age of globalization, it is important to grasp various foreign languages and English
comes first all over the world (Shyamlee & Phil, 2012). Philippines as one of the Asian
countries has been focused on the importance of English Language in education (Elas,
2019). English teachers are required to be well-equipped with the application of
technology skills in order to deliver a competent teaching Chai, Koh, and Tsai (2010).
Moreover, teachers must also establish environments that are supportive and positive,
prepare, and apply standards-based teaching according to evidence-based, student-
oriented, interactive strategies; adapt their teaching to the needs of their learners; grade
learners’ level and proficiency of English; and utilize and adjust associated resources,
such as technology, to effectively plan, develop, implement, and communicate
educational materials (Adipat, 2021).

The integration of technology in classroom activities is thought to be a great

facilitator in teaching and learning while the teachers still play a key role in this situation
(Ramanair, Rethinasamy, & Misieng, 2017). In the field of English Language Teaching
(ELT), technologies offer plenty of benefits such as to widen vocabularies (Bytheway,
2015; Hitosugi, Schmidt, & Hayashi, 2014; Ramanair et al., 2017; Wilkinson, 2015),
encourage language output (Lockley & Yoshida, 2016; Ramanair et al., 2017), promote
language learning to share (Bikowski & Vithanage, 2016; Dooly & Sadler, 2016;
Ramanair et al., 2017), adapt and create meaning within learning environment
(Bikowski & Vithanage, 2016; Dooly & Sadler, 2016; Ramanair et al., 2017), and
enhance grammar in writing (Feng, Saricaoglu, & Chukharev-Hudilainen, 2016;
Ramanair et al., 2017).
 The concept of “technological pedagogical content knowledge” (previously
abbreviated to “TPCK,” but now defined as “TPACK”) is increasing in prevalence in the
educational field (Agyei & Keengwe, 2014; Smith et al., 2016; Stoilescu, 2015). TPACK
comprises of seven elements (content knowledge [CK], pedagogical knowledge [PK],
technological knowledge [TK], pedagogical content knowledge [PCK], technological
content knowledge [TCK], and TPACK itself), and is primarily based on the theory that a
teacher’s proficiency in each constituent element for a given learning context
determines the effectiveness of their ability to integrate technology into the associated
education (Adipat, 2021). The main goal of TPACK is to train teachers to develop
sufficient technological literacy; such training should enable them to obtain proficiency in
delivering multiple learning approaches, including face-to-face learning, blended
learning, distance learning, and home-schooling (McGarr & McDonagh, 2019). Further,
teachers should also acquire the ability to deliver and present their knowledge in various
specific situations or contexts in their classrooms. In particular, it is essential that
teachers are cognizant of the three main components at the core of effective teaching
(content, pedagogy, and technology) and how these three components are
interconnected (Adipat, 2021). However, the research was limited about the standards
and assessments of how effective digital technology integration was on students’
performance and achievement (Alhababi, 2017). This study will focus more on
reviewing all English language teaching programs with the framework of TPACK in the
efforts to improve English language skills, which is something new and distinct from
those prior studies (Anwar & Faridi, 2022).

Thus, this study will be undertaken to find out the proficiency of language teacher
in the classroom based on TPACK. This study perceives to benefit language teacher
and they are also the direct recipients of the output of this research. Through this
research, teachers may purposefully know the importance of technology and how to use
it creatively.

Objectives of the Study

 Generally, this study aims to determine the proficiency of language teacher
based on Technological Pedagogical and Content Knowledge.

Specific Objectives:

1. Determine the sociodemographic characteristics in terms of years in service,

2. Determine the proficiency of language teacher related to TPACK; and

3. Determine if there is significant relationship between sociodemographic

characteristics and proficiency of language teacher based on a TPACK.