Pre-service English Teachers’ Technological Pedagogical Content Knowledge (TPACK) and Mobile-Assisted Language Learning (MALL) Acceptance

Wanda Hijriani Herwanto, Slamet Setiawan, Ahmad Munir, Syifa'ul Anam

Abstract


This study addresses the limited research on the integration of Mobile-Assisted Language Learning (MALL) and Technological Pedagogical Content Knowledge (TPACK) among pre-service English teachers in Indonesia. Its primary objectives are to examine the TPACK level and MALL acceptance among pre-service English teachers and determine if there are significant differences in MALL acceptance across varying TPACK levels. This study is important for expanding our understanding of integrating technology in English education, especially in Indonesia, and providing valuable insights to improve teacher training and enhance education standards in the country. By using a quantitative design and questionnaire, data was collected and analyzed using descriptive statistics and ANOVA. The results indicate that pre-service teachers possess a moderate TPACK level. Regarding MALL acceptance, participants generally found it useful and relatively easy to use, though they displayed a low positive attitude towards it. The ANOVA analysis further revealed significant differences in mean MALL acceptance scores among groups with low, moderate, and high TPACK levels. The study findings can guide teacher education programs and professional development initiatives to enhance teachers' effectiveness in using MALL, while also adding to the literature on technology integration in English education, particularly in Indonesia.

Keywords


Mobile-assisted language learning (MALL); pre-service English teachers; technological pedagogical content knowledge (TPACK); technology acceptance

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References


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