The purpose of the study was to understand the TPACK (Technological Pedagogical Content Knowledge) competency of preservice English teachers and to determine whether there were any significant differences in terms of gender and academic achievement. This study was conducted at a state-run university and subjects were 137 preservice English…

The purpose of this study was to examine whether licensed in-service teachers of English for speakers of other languages (ESOL) in K-12 schools are more knowledgeable in the area of applied linguistics than their nonlicensed counterparts, and whether the ESOL-licensed teachers who have taken courses toward their licensure are more knowledgeable in…

This article describes quantitative and qualitative data providing perspectives on how six English as a Foreign Language (EFL) vocational high school teachers perceived CALL knowledge and competencies in a yearlong technology-enriched professional development program. The teachers' developing technological pedagogical content knowledge (TPACK) and…

It is by now well established that teacher characteristics play a major role in the way high stakes tests impact education (Alderson and Hamp-Lyons, 1996). What remains an open question, however, is specifying the type of characteristics that have the potential to moderate the backwash effects of tests. This study was designed to isolate the…