Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Dodi Mulyadi,Testiana Deni Wijayatingsih,Muhimatul Ifadah,Riana Eka Budiastuti,Siti Aimah

doi:10.3991/ijet.v15i06.11490

Abstract

Abstract— The onslaught of technology in language learning necessitates ESP teachers to enhance their teaching quality by integrating technology, pedagogy, and subject matters. To this end, the present research was an effort to discern Technological Pedagogical and Content Knowledge (TPACK) of ESP teachers in a blended learning format. A modified online survey comprising 28 closed-ended questions were administered to 70 ESP instructors of nursing purposes from 35 Universities in Indonesia. The data were analyzed statistically to be depicted in descriptive statistics (percentages of frequencies, means, and standard deviations). As a result, three out of four TPACK subdomains, including technological content knowledge (TCK), and Technological Pedagogical Knowledge (TPK), Technological Pedagogical and Content Knowledge (TPACK) have been mastered by most ESP teachers. However, they have to improve their pedagogical content knowledge (PCK). The current research also contributes some empirical insights into how ESP teachers can construct the overarching ESP instruction in English for nursing purposes integrating TPACK.

Highlights

Concerning the significance of English in multifarious field and disciplines, the needs for teaching ESP is apparent
The questionnaire involved four subdomains out of seven Technological Pedagogical and Content Knowledge (TPACK) subdomains [20] since the present study focused on exploring the integration among different TPACK knowledge, not individual knowledge
The present study has found four TPACK domains of ESP teachers

Summary

Introduction

Concerning the significance of English in multifarious field and disciplines, the needs for teaching ESP is apparent. ESP teachers have responsibilities to master linguistics and pedagogical knowledge and the subject matter or content of the course [1]. They encounter challenges to well integrate language pedagogy with ESP materials in order to make students have real-world communicative competence for their professional careers. The onslaught of information and communications technology (ICT) development makes Technology in Language Learning become an indispensable part of coping with the challenges in teaching ESP. The integration of technology can be effective in educational context if the educators deem the attributes and affordances align with the subject content and associated theories of learning and teaching practices [3]. The utilization of technology that is fit to the learning goals, attributes, and affordances significantly contribute to the development of education, in Indonesian higher institutions

Objectives

Methods

Results

Conclusion