Recent studies have highlighted the value of providing teachers TPACK-based courses in English-as-a-second-language (ESL) teacher training, yet its role in English-as-a-foreign-language (EFL) settings remains largely unexplored. This study, focusing on the case of a semester-long TPACK-based teacher preparation course designed for pre-service English teachers in South Korea, explores how a technology-infused teacher preparation course affects pre-service English teachers’ confidence and skills in integrating technology into their language teaching. Both quantitative and qualitative data show that a TPACK-based teacher education course effectively increased pre-service teachers’ sense of self-efficacy about technology integration into their teaching practice, reduced their anxiety about technology integration, and equipped them with knowledge and skills to effectively use digital technologies in their content areas. Despite limitations in sample size and study duration, the findings of the study demonstrate the transformative potential of TPACK-based instruction in EFL teacher preparation. The results have significant implications for addressing technology integration in language education, particularly in EFL contexts where authentic language learning environments increasingly depend on effective technology integration.
Choi et al. (Wed,) studied this question.