Technological, Pedagogical, and Content Knowledge (TPACK): Exploring Saudi EFL Teachers' Views to Improve Students' Vocabulary Learning

ABSTRACT

The current mixed-method study aimed to explore the Saudi EFL teachers' views on using TPACK Model to improve students' vocabulary learning. Moreover, it sought to obtain in-depth data regarding EFL teachers' experiences using the TPACK model in their classrooms. The study sample comprised 115 Saudi EFL teachers who responded to the online form of the questionnaire. Results of the first three questions in section 1 showed that (78.3%) of EFL teachers had introduced TPACK previously into their teaching, and about 21.7% had not used it in their classes. Results indicated that about (47.0%) intend to use TPACK in teaching English, and about (43.5%) plan to use it sometime. Moreover, (63.5%) highly valued the importance of using the TPACK Model in teaching English, and (27.8%) somehow recognized the significance of TPACK emergence in EFL classrooms. The questionnaire findings showed that Saudi EFL teachers view the TPACK Model positively to improve students' vocabulary learning. Participants perceived the value of using TPACK-based instruction for EFL learning and demonstrated significant agreement on fourteen items. However, the results indicated that the Saudi EFL teachers were unsure in six statements if the TPACK Model might support EFL learners in learning vocabulary.