Vietnamese EFL Teachers’ TPACK and Its Correlation with Their Demographic Variables
Authors
Abstract
As technology and AI continue to develop, the TPACK framework has emerged as a useful tool for measuring teachers’ knowledge and skills for teaching with technology. This study looks at the Vietnamese EFL teachers’ TPACK and its correlation with their demographic variables. Following a quantitative survey research strategy, the study was conducted at a public university in Hanoi, Vietnam, with 81 EFL teachers participating and a questionnaire as the main data collection instrument. The study found that EFL teachers’ gender and the main subjects they teach are related to their TPACK. The study also found that, unlike the original representation with seven domains, EFL teachers' TPACK can be categorized into only two main domains. Accordingly, some implications for teacher professional development are given. The study has also confirmed the complexity of teachers’ knowledge in integrating ICT and the unclear boundaries of the constructs in the TPACK model.
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