Chai, C., Chin, C., Koh, J., & Tan, C. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to teachers’ pedagogical…
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Kharade, K., & Peese, H. (2014). Problem-based learning: A promising pathway for empowering preservice teachers for ICT-mediated language teaching. Policy Futures in Education, 12(2), 262-272.…
Comments closedPhiri, M., Jita, L. C., & Jita, T. (2023). “The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching…
Comments closedChen, M. (2021). Teachers’ conceptions and practices of teaching chinese descriptive composition with interactive spherical video-based virtual reality (Publication No. 29186357) [Doctoral dissertation, The Chinese…
Comments closedJaafarawi, N. (2022). The journey of task-based learning and TPACK in higher education in the UAE. In C. Coombe, L. Hiasat, & G. Daleure (Eds.),…
Comments closedWu, C.-H. (2022). TPACK: Analyzing how faculty engaged students in college Mandarin classrooms during emergency remote teaching. Distance Learning, 19(2), 105-117. https://www.infoagepub.com/products/distance-learning-vol-19-2 Abstract: “The purpose…
Comments closedPamintuan, C. F. (2023). Exploring technological pedagogical knowledge (TPK) of Filipino teachers of Mandarin. Journal of Jilin University (Engineering and Technology Edition), 42(04-2023), 126-142. https://osf.io/ane4c/…
Comments closedJi, H., & Shin, H. W. (2020). Understanding of technological pedagogical content knowledge(TPACK) in South Korea: Does experience make a difference? Multimedia-Assisted Language Learning, 23(3),…
Comments closedKarataş, T. O., & Basol, H. Ç. (2021). What techno-effective teachers mean for preservice teachers of English: A socio-constructivist study. PASAA: Journal of Language Teaching…
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