First-Year Myanmar Students’ Perceptions of English Teachers’ TPACK Competence at A University in Ayutthaya
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Abstract
This study examined first-year Myanmar students’ perceptions of English teachers’ Technological Pedagogical and Content Knowledge (TPACK) competence at A university
in Ayutthaya, Thailand. Grounded in Mishra and Koehler’s (2006) TPACK framework, with its extension to include Contextual Knowledge (XK), the study employed a quantitative survey design.
A total of 120 undergraduates completed a 33-item Likert scale questionnaire covering eight TPACK domains (CK, PK, TK, PCK, TCK, TPK, TPACK, and XK). Results indicated high ratings for content knowledge, pedagogical knowledge, and pedagogical content knowledge, but moderate perceptions
of technological knowledge, technological content knowledge, and overall TPACK competence. Contextual knowledge was also rated moderate, reflecting challenges such as limited infrastructure
and cultural adjustment. The findings highlight the need for targeted professional development, curriculum alignment, and institutional support to enhance technology integration.
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References
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