This chapter lists studies done on EFL TPACK in the last decade. The empirical studies on the prototypical model of TPACK seem to boom in the second decade of the twenty-first century, specifically from 2012. As a new and still-evolving construct, some studies have focused on teachers' (both in-service and pre-service) understanding of the construct itself and its relationship with other variables (e.g., demographic, psychological, technological). Another group of studies have emphasized the importance of the way TPACK should be operationally defined. A few measures of EFL TPACK have thus been developed by some researchers. They are discussed in the current chapter and their samples are provided in the Appendix of the book for further reference.
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Xiaobin, Wei, Huiwen and Lijun (2012) investigated practical application status of Educology of Foreign Languages among English teachers involved in National English Teachers Training Project in China. The results showed that the participants knew a little about TPACK, while nearly 80% of the subject said that they knew nothing about TPACK. The teachers were also found to have low capabilities towards using technology in language instruction.
Fauzan Ansyari (2012) developed and evaluated a professional development program for technology integration in English language teaching setting in an Indonesian higher education. The study mainly explored the impact of such program on English lecturers’ TPACK development. To gather data TPACK survey, TAC survey, technology integration assessment rubric, interview, and logbook were used. The findings suggested that all participants had positive experiences with the professional development programs. The weaknesses of the programs were viewed on limited time, technology exploration, and students’ active engagement. TPACK was also enhanced after the professional development program. The findings from lesson plan assessment demonstrated that the professional development program had a sound impact based on the overall result of the lecturers’ lesson plan designs in all components of TPACK, except in CK.
Rahmany, Sadeghi, and Chegini (2014) examined the effect of technology integration in general and normalization of CALL in particular on Iranian teachers’ technological, pedagogical, and content knowledge (TPACK). Teachers’ main opportunities and challenges with normalization of CALL were also scrutinized. To reach these goals, 16 teachers taught a course with the goal to integrate computer technology in instruction. The TPACK questionnaire was administered among the participants before and after the course and a semi-structured interview was held after the course. Observations of the classes were carried out to gain a complementary understanding of the process of CALL normalization and how teachers dealt with their new roles. The results revealed that technology-related knowledge domains developed significantly and that Iranian educational society is highly sensitive to instructional technology and its use in education.