Does teacher computer technology use perceived from TPCK frameworks stimulate student achievement in English language learning?

Annur Rofiq, Utami Widiati, Teguh Sulistyo, Yunita Puspitasari

Abstract


Studies on the relationship between teacher use of ICT and student achievement have been numerous, but those involving other intervening variables, such as technological, pedagogical, and content knowledge (TPCK), are still limited. This study examined the relationships between the use of computer technology (CT) by Indonesian EFL teachers and student achievement, taking into account the TPCK frameworks. Explanatory correlation serves as the research design, as this study was intended to explain the associations among variables under study. Data on teachers’ CT use and students’ English achievement were collected from a sample of 153 EFL teachers by means of Albirini’s (2006) and Wozney et al.’s (2006) adopted questionnaire and the teachers’ document of students’ English achievement scores. The multiple regression analysis indicated that simultaneously, CT use, content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) correlate slightly with student achievement, R² = .085, F(4, 148) = 3.418, p < .05. This finding suggests that the four predictor variables were not good at predicting student achievement. Other external factors not included in the model may relate to student achievement. The study’s findings imply that in teaching and learning English, teachers should play the role of CT facilitators and let students take great advantage of CT on their own. 


Keywords


computer technology (CT); content knowledge (CK); English language learning; Indonesian EFL teachers; pedagogical content knowledge (PCK); pedagogical knowledge (PK); student achievement

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DOI: https://doi.org/10.23971/jefl.v14i1.7821

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