Marissa, D. N. & Allahji, W. (2021). Exploring EFL teachers’ technological pedagogical content knowledge and student engagement in an emergency remote teaching context. In J. Chen (Ed.), Emergency remote teaching and beyond (pp. 485–506). Springer. https://doi.org/10.1007/978-3-030-84067-9_22

Abstract:

“Although teachers’ pedagogical competence is considered an important factor in emergency remote teaching (ERT), its relationship with student engagement (SE) remains unclear. Informed by the sociocultural theoretical framework, the purpose of this mixed methods study is to investigate the role of teachers’ technological pedagogical content knowledge (TPACK) in mediating SE among English as a Foreign Language (EFL) teachers. This mixed methods study was conducted at a Saudi Arabian university. Using simple linear regression, the study found that 20.8% of the variation in SE can be attributed to teachers’ TPACK. A qualitative analysis further explained that even though teachers with high TPACK experienced challenges when they first transitioned to ERT, their pedagogical competence contributed to an improvement in SE as they navigated their way through the transition period. Three pedagogical practices were salient in sustaining SE: reflexivity, adaptability, and responsiveness. The findings of this study expand the scope of the TPACK framework by drawing attention to the triadic relationship of cognitive, behavioural, and affective components that make up teachers’ overall pedagogical competence. On a practical level, this study hopes to provide new insights for teachers into building a more sustainable online learning experience that extends beyond ERT.”