A Video case study on TPACK indicators in technology enhanced language teaching classrooms in Turkey

Download

index.pdf

Date

2016

Author

Dönmez, Melek

Metadata

Show full item record

Item Usage Stats

237
views

176
downloads

The purpose of the study is to identify indicators of English language teachers’ technological pedagogical content knowledge (TPACK) observed in language teaching classrooms. The case study examined 5 different cases comprising of 5 different English language teachers as participants and 5 different technology enhanced language teaching classrooms using video study method. The data sources included semi-structured pre- and post-interviews and video recordings of lessons. The qualitative analysis of the video recordings and interviews demonstrated the reasons for the technology integration into language teaching environment and TPACK indicators as observed in the videos during instruction and interviews. Teachers’ behavioral indicators displayed in the process of lesson planning and actual teaching. The lesson planning included 4 categories listed as technology selection, curriculum planning, material preparation and assessment planning. The actual teaching process consisted 5 main categories identified as lesson entry behaviors, technological teaching strategies in ELT, technology enhanced classroom management, troubleshooting with technological problems and technology based assessment. This study also introduced for future researches about representation and implementation of TPACK behavioral indicators in English language teaching classrooms.

Subject Keywords

English language, Pedagogical content knowledge., English teachers, Computer-assisted instruction., Teaching, Teaching

URI

http://etd.lib.metu.edu.tr/upload/12620141/index.pdf
https://hdl.handle.net/11511/25820

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Development and evaluation of a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach english as a foreign language Başer, Derya; Çağıltay, Kürşat; Department of Computer Education and Instructional Technology (2015) The purpose of this study is to develop and evaluate a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach English as a foreign language (EFL). The assessment tool, called TPACK-EFL survey, was developed and evaluated through tool development research by using mixed methods approach. Survey items were generated by using qualitative data. Content validity of the survey was maintained through expert reviews and a cognitive interview. Then, construct va...
Standardized testing for transition to high schools: teachers ́ perceptions of how national tests influence teaching and learning in middle schools english classes Ekiz, Hatice; Yıldırım, Ali.; Department of Curriculum and Instruction (2019) The purpose of this research study is to identify the impact of national tests on teaching and learning in middle school English classes through teachers’ perceptions. Through a phenomenological design, semi-structured interviews were used to gather data with 24 in-service teachers working in public and private middle schools in Denizli. The data were analysed through the emerging themes and codes within the scope of research questions. Similarities and differences between public and private middle schools ...
Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language Baser, Derya; Kopcha, Theodore J.; Özden, Muhammet Yaşar (2016-01-01) This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interview...
A comparison of efl teachers’ perceptions of language learning strategies (llss) and learners’ reported use of llss in their english language classes Şen, Hülya; Daloğlu, Ayşegül; Department of English Language Teaching (2009) This study aims to find out teachers’ and learners’ perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers’ use of strategy instruction at Başkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students’ reported use of LLSs to increase our awareness of students’ strategy use and needs so that...
Pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning Aygül, Serap Özge; Savaş, Perihan; Department of English Language Teaching (2019) The current study investigated the pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning. In the study, using mixed methods research design, quantitative data were collected through a questionnaire, applied to 142 volunteer participants, and qualitative data were collected through semi-structured interviews conducted with 10 volunteer students. Quantitative data were analyzed by using descriptive statistics and qualitative data were analyzed by employing constant c...

Citation Formats

M. Dönmez, “A Video case study on TPACK indicators in technology enhanced language teaching classrooms in Turkey,” M.S. - Master of Science, Middle East Technical University, 2016.