Exploring the Profiles of College EFL Novice Teachers and Experienced Teachers’ TPACK in China

Yuanyuan Yang; Wan Nurul Elia Haslee Sharil; Kaarthiyainy Supramaniam; Muhamad Nur Fariduddin Abdul Aziz

doi:10.47405/mjssh.v10i3.3118

Yuanyuan Yang Faculty of Education, Universiti Teknologi MARA, Kampus Puncak Alam, Bandar Puncak Alam, Selangor, Malaysia.
Wan Nurul Elia Haslee Sharil Faculty of Education, Universiti Teknologi MARA, Kampus Puncak Alam, Bandar Puncak Alam, Selangor, Malaysia.
Kaarthiyainy Supramaniam Faculty of Education, Universiti Teknologi MARA, Kampus Puncak Alam, Bandar Puncak Alam, Selangor, Malaysia.
Muhamad Nur Fariduddin Abdul Aziz Faculty of Education, Universiti Teknologi MARA, Kampus Puncak Alam, Bandar Puncak Alam, Selangor, Malaysia.

DOI: https://doi.org/10.47405/mjssh.v10i3.3118

Keywords: TPACK level, College EF, Novice teachers, College EFL, Experienced teachers

Abstract

The development of information technology requires that teachers' educational technology ability should be increased. In the field of education, TPACK has become an important framework for measuring teachers' educational technology competence, and novice English teachers, as the main force of future English teachers, directly influence the quality of English informatics teaching. However, the current reality is that teachers lack technological literacy and many of them have a vague understanding of the integration of technology and education. The primary objectives of this study are to investigate the current TPACK status of both novice and experienced college EFL teachers, TPACK levels between novice and experienced teachers in seven dimensions. The study analyses the reasons for the differences of TPACK levels between the two groups of teachers. The mixed research method was applied in this study. From the quantitative data result, we cannot find there is significant difference in TPACK level between novice teachers and experienced teachers. Upon the qualitative data analysis, the study provides practical suggestions for enhancing the TPACK development of college EFL teachers, ultimately contributing to their professional growth and the effective integration of technology in language education in China.

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