Unravelling EFL teachers' mastery of TPACK: Technological pedagogical and content knowledge in writing classes

Abstract

Integrating technology into English writing instruction has become integral to improving students' writing skills. However, there is a dearth of research addressing teachers' Technological Pedagogical and Content Knowledge (TPACK) in writing classes. Hence, this study explored preparatory English as a Foreign Language (EFL) teachers' mastery of TPACK in writing classes in Qatar. Using a descriptive approach, one hundred eighty-two in-service teachers responded to a self-reported TPACK survey. According to the findings, teachers' knowledge across all TPACK constructs was high. While teachers' content knowledge was the highest among the four domains, teachers' TPACK was the lowest. Significantly, male teachers showed a greater level of technological knowledge than female teachers. In addition, results show that teachers with 1 to 5 years of experience scored at the highest level of technological knowledge, and teachers who received professional development outperformed their peers in TPACK. The study findings provide insights to educators and policymakers concerned about teachers' education and professional development; teachers must be equipped with the required technological literacy skills to enhance students' writing in the digital age.