Abstract:

This study focuses on the state of information communication technologies (ICT) integration into teaching English as a foreign language (EFL) from the perspective of Czech primary school EFL teachers’ perceptions and practices. Along with growing significance of ICT on mediation to develop foreign language education e.g. teaching-learning EFL as an innovative process of skills learning (Arnesen, 2010), the study emphasizes the crucial role of teachers’ interactive pedagogical and media skills to integrate ICT into teaching EFL for innovation. In short, guided by the principle that education and educators are to drive technologies (Dcokstader, 1999), the study describes essentiality of EFL teachers’ technological, pedagogical, content and context knowledge-TPACK for teaching-learning innovation (Koehler & Mishra, 2009). To this objective, designed on interpretative phenomenological approach (Creswell & Poth, 2017), the study analyzes teachers’ real encounters with and use of ICT and practiced models of instruction in EFL class as the key pillars of TPACK competence in action. As such instrumental views e.g., teachers’ digital competence are solely accountable for teaching-learning innovation as also replicated by Czech EFL knowledge and practice levels (Kisby, 2011), are challenged. Data on teachers’ personal experiences and practices of ICT into teaching EFL were gathered by means of semi-structured open-ended interviews with EFL teachers on service along with class observations of teaching with ICT. Qualitative theme analysis method was used to data analysis and interpretation supported by Atlas.ti.

References:
[1] Arnesen, T. (2010). The role of ICT in the teaching of English as a foreign language in Norwegian lower secondary schools: A study of ICT use and patterns associated factors. Masterspesialisering Engelsk, ILS. UiO.
[2] Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
[3] Dcokstader, J. (1999). Teachers of 21st century know the what, why, and how of technology integration. T.H.E. Journal, 26(6), 73–74.
[4] Kisby, N. (2011). The Role of ICT in EFL Teaching: An action research project with young learners in the Czech Republic., 20.
[5] Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 8(1), 60–70.

Keywords:

Information communication technologies, English as a foreign language, Technological pedagogical and content knowledge, Technology integrated teaching-learning.