Improving English Language Learning Through TPACK-Based Instruction: An Empirical Study on Effectiveness and Student Engagement
Keywords:
TPACK model, English language teaching, Learning in the 21st centuryAbstract
This research aimed to: (1) develop and evaluate the effectiveness of TPACK Model-based learning management plans in English courses, (2) compare students' English proficiency scores before and after implementation, and (3) study student engagement with this approach. Conducted in the 2024 academic year, the research involved 41 undergraduate students from Suan Dusit University, selected through convenience sampling. Four research instruments were employed: (1) TPACK Model-based activity plans designed for 15 weeks with 4-hour sessions per week, (2) the English Discoveries Online program used for both instruction and assessment, (3) a student opinion questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009), and (4) an online placement test for pre-test and post-test evaluation of English proficiency. Data analysis included descriptive statistics and a Paired Sample t-test to evaluate changes in English proficiency scores. Results demonstrated a statistically significant improvement, with mean scores increasing from 7.42 (SD = 2.59) on the pre-test to 14.29 (SD = 4.49) on the post-test (t = 15.220, Sig. (2-tailed) = .000). Analysis of student engagement showed that 50% of students expressed high levels of agreement (76-100% range) with the TPACK framework, and 42.5% highly agreed that the instructor effectively integrated technology, pedagogy, and content into out-of-classroom learning. These findings highlight the TPACK Model's significant impact on enhancing students' English proficiency while fostering high levels of engagement in both classroom and out-of-classroom settings. The results support the effectiveness of TPACK-based instruction as a robust framework for meaningful and impactful English language learning experiences.
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