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INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: ANALYSIS OF TEACHING METHODS FOR TPACK IN PRACTICE

D.R. Paneru

Masaryk University (CZECH REPUBLIC)
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.

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