Integrating TPACK to Enhance Quality Assurance in General English Teaching: A Case Study in Higher Education
Year: 2024
Type: conference-paper
Study design: Observational Study
Abstract: This paper explored the integration of Technological Pedagogical Content Knowledge (TPACK) to enhance the quality assurance of General English instruction within higher education. Despite the recognized significance of TPACK for ESL teachers, scant research exists on its application, specifically in ensuring the quality of General English teaching. The study in a public university focused on a division of General English consisting of 61 lecturers. Data was collected using both quantitative and qualitative methods, including a questionnaire adapted from Schmidt et al. (2009) and an interview combined with class observation. The findings revealed that although most lecturers self-rated their TPACK competence at a high level, a small percentage of them integrated technology into their teaching. Therefore, lecturers are recommended to participate in peer observation to share authentic applications of their TPACK knowledge. Regular internal workshops should also be held to revive lecturers’ TPACK skills. More significantly, lecturers have to attend external workshops on AI in TESOL and available TESOL conferences to improve their teaching skills in general. As for managers, incorporating TPACK competencies into teacher evaluations, particularly observation strategies, is recommended to recognize and encourage effective teaching practices. These comprehensive approaches can enhance the quality of general English teaching in this digital era.
DOI: 10.54855/paic.24618
Authors: Thi To Nu Quach, Van Can Le, Thi Xuan Trinh Pham, Phong Phu Pham, Thi Thanh Xuan Nguyen
Institution: Industrial University of Ho Chi Minh City
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405880372