An Investigation into English Language Teachers' TPACK within Teaching the Credits System in Saudi Arabian Secondary Schools

摘要

The purpose of this research is to investigate teachers' use of ICT at English language secondary schools in Saudi Arabia and their current attitudes relating to the advantages of ICT. The study further investigates how ICT has modified what teachers have achieved so far, assessing the impact of the use of ICT on teacher-student interactions. With regards to the objective of this research project, the fundamentals are to conduct a detailed research and investigation into the Provincial Saudi English language Secondary School Perceptions of utilising ICT tools for the purpose of assisting teaching and learning. The study is qualitative in its nature where multiple data collection tools are utilised in forms of interviews, observations and questionnaire surveys. The results suggest that despite teachers' emphasis on the usage of ICT in their classes, their utilisation of Arabic language seems to jeopardise the required utilisation of English in the classes of English language. Results further suggest that although Technological Pedagogical Content Knowledge (TPACK) framework assist in understanding teachers' use of ICT, it does not consider the element of culture, learning environment, competencies and factors of ICT effectiveness.