UNRWA EFL In-Service Teachers’ Perception of the Application of Tpack in Teaching Listening and Speaking

Hiyam Sadi Alnajjar, Dina A.H. Al-Jamal


The aim of the study is to investigate the English language teachers' perception of Technological Pedagogical and Content Knowledge (TPACK) in the teaching of listening and speaking within the UNRWA (United Nations Relief and Works Agency for Palestine Refugees in the Near East) schools in Jordan. The participants of the study are 69 (39 female and 30 male) full-time English teachers who responded to the TPACK survey questionnaire. The results of the study indicated a lack of Technological Knowledge (TK), a dissociation of Technological Knowledge (TK) with Content Knowledge (CK), a lack of Pedagogical Knowledge (PK) and a lack of Technological Pedagogical and Content Knowledge (TPACK). The study recommends the need for EFL teachers in Jordan to join TPACK-based training workshops, regardless of gender or experience, in order to integrate technology in their teaching to improve their teaching skills and their students’ achievements in listening and speaking.

الكلمات المفتاحية

TPACK; Listening and speaking; UNRWA, EFL in-service teachers’ perception

النص الكامل:

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Creative Commons License
هذا العمل مرخص حسب Creative Commons Attribution 4.0 International License.