Teachers' Content, Pedagogical, and Technological Knowledge, and the Use of Technology in Teaching Pronunciation.

Abstract

This study examined the correlations between three vital areas of teaching pronunciation in English as a Foreign Language (EFL) classes (i.e., content, pedagogical, and technological knowledge). This study also explored the relationships between teachers' majors, experience, and technology competence with using technology in teaching English pronunciation. Data was collected by using a questionnaire. The study tool was a model adapted from different studies. The participants of the study were sixty English language instructors at different Saudi universities. The result indicated that there was a statistically significant difference in the three constructs of the model based on the participants' technology competence. The results revealed that content knowledge had a small correlation with pedagogical knowledge, and with technological knowledge. Pedagogical knowledge had a strong positive correlation with technological knowledge.