Abstract

Research on TPACK has been burgeoning recently. Some review studies in the field of educational technology have indicated issues and trends in TPACK research conducted in the past decades. However, a review of TPACK research specific to language teachers’ knowledge about language teaching with technology has been lacking. To fill this research gap, the present review study intends to understand the landscape of TPACK research on language teachers published from 2011 to 2019. The analysis results reveal that 51 studies were identified with a publication peak in 2015, mostly conducted in Asia and the Middle East. The 51 articles were categorized into four areas: (a) exploring TPACK, (b) assessing TPACK, (c) developing TPACK, and (d) applying TPACK. More specifically, research on exploring TPACK suggests that while teachers had varying levels of confidence in their TPACK competence, their TPACK indicated the dominant use of technology in traditional teacher-centered teaching. Research on assessing TPACK shows that survey items were contextualized to lessen the difficulty of distinguishing between the seven sub-domains of TPACK. However, the difficulty remained perhaps due to a possibility that the seven sub-domains may not appear workable in practice. This issue needs further research. Research on developing TPACK reveals that effective interventions involved language teachers’ understanding of the TPACK framework, modeling from teacher educators or experienced teachers, and language teachers’ engagement in designing lessons collaboratively. Finally, research on applying TPACK indicates that TPACK-informed language learning courses and platforms were perceived to be helpful and effective. These findings may provide researchers with some possible directions.

摘要

最近，对 TPACK 的研究正在蓬勃发展。教育技术领域的一些回顾性研究表明了过去几十年中 TPACK 研究的问题和趋势。然而，一直缺乏针对语言教师关于技术语言教学知识的 TPACK 研究的回顾。为了填补这一研究空白，本综述研究旨在了解 2011 年至 2019 年发表的关于语言教师的 TPACK 研究的概况。分析结果显示，有 51 项研究被确定为 2015 年的发表高峰，主要在亚洲和中东地区进行东方。51 篇文章分为四个领域：(a) 探索 TPACK，(b) 评估 TPACK，(c) 开发 TPACK，以及 (d) 应用 TPACK。进一步来说，探索 TPACK 的研究表明，虽然教师对他们的 TPACK 能力有不同程度的信心，但他们的 TPACK 表明在传统的以教师为中心的教学中主要使用技术。评估 TPACK 的研究表明，调查项目被情境化以减少区分 TPACK 的七个子域的难度。然而，困难仍然存在，这可能是因为这七个子域在实践中可能看起来不可行。这个问题需要进一步研究。对开发 TPACK 的研究表明，有效的干预措施包括语言教师对 TPACK 框架的理解、教师教育者或经验丰富的教师的建模以及语言教师参与协作设计课程。最后，应用 TPACK 的研究表明，基于 TPACK 的语言学习课程和平台被认为是有用且有效的。这些发现可能为研究人员提供一些可能的方向。