Envisioning the Role of Educators’ Technological Pedagogical and Content Knowledge and Self-Regulated Learning in an English as a Foreign Language Context

Abstract

In recent decades, more and more research has been conducted on the competencies of educators in improving the role of technology in academic activities. These competencies are based on a clear platform of technological knowledge, together with the recognized aspects of vast pedagogical knowledge and rich content knowledge. In such a modern era, the knowledge of technology, pedagogy, and content knowledge (TPACK) is quite vital in getting the educators ready to turn into qualified educators to cope with the difficulties of the 21st-century. Moreover, it is considered that self-regulation is a significant factor in English as a Foreign Language (EFL) educators’ learning and professional development. In line with the literature, nurturing and boosting self-regulated learning (SRL) capabilities assist individuals to gain complicated knowledge and manage challenging problems in the process of teaching. Consequently, this review makes an effort to inspect teachers’ TPACK growth by enhancing their SRL capabilities in the process of technology-based instruction. In a nutshell, the implications of the present review were presented together with suggestions. © © 2022 Li.

Keywords

Author Keywords

education technological pedagogical and content knowledge EFL setting English as a foreign language context self-regulated instruction

Index Keywords

Author Affiliations

Foreign Language Department, Taiyuan University, Taiyuan, Shanxi, China

Funding & Acknowledgements

Grant: 2020yj218

This study was supported by the Shanxi Province Research on the Colleges Foreign Language Teachers’ Professional Development in Shanxi Province at the Transition Period (2020yj218). The author declares that this study received funding from LiaoNing Sunflower Education Technology Co., Ltd (The project comes from Industry University Cooperation Collaborative Education Project of Ministry of Education of the people’s Republic of China) Construction of Online and Offline Mixed Teaching Mode of College English in the Context of “Internet +” (202102338005). The funder was not involved in the study design, collection, analysis, interpretation of data, the writing of this article or the decision to submit it for publication.

Ministry of Education of the People's Republic of China, MOE

Grant: 202102338005

This study was supported by the Shanxi Province Research on the Colleges Foreign Language Teachers’ Professional Development in Shanxi Province at the Transition Period (2020yj218). The author declares that this study received funding from LiaoNing Sunflower Education Technology Co., Ltd (The project comes from Industry University Cooperation Collaborative Education Project of Ministry of Education of the people’s Republic of China) Construction of Online and Offline Mixed Teaching Mode of College English in the Context of “Internet +” (202102338005). The funder was not involved in the study design, collection, analysis, interpretation of data, the writing of this article or the decision to submit it for publication.

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Envisioning the Role of Educators’ Technological Pedagogical and Content Knowledge and Self-Regulated Learning in an English as a Foreign Language Context

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