Instructional technology in courses of K-12 level for English as a Foreign Language (EFL) learners demonstrates numerous benefits for their learning, including increased engagement and improved academic outcomes. However, integrating technology into teaching practices heavily relies on teachers' competence in technology. Even though teacher education programs train preservice teachers to use and integrate technology into instruction, they are not guaranteed to connect technological content knowledge to their pedagogical practices. In the digital age, the learning theory of Connectivism emphasizes the importance of the preservice teachers (PT) combining their instructional, pedagogical, and content knowledge to create a rich learning environment for students. This dissertation examined the impact of the Learning by Design model (LBD) enlightened by Connectivism when applied to a face-to-face technology integration course opened to EFL PTs. Through this study, I demonstrate how the model promoted EFL PTs' technology integration in teaching practice and their changes in Technological Pedagogical Content Knowledge (TPACK). This study adopted a mixed methods design, which consisted of two stages. The first stage was quantitative data collection and analysis, which contained the pre- and post-TPACK-EFL survey and H.E.A.T (higher-order thinking, engaged learning, authentic connection, technology use) scale. Participants were 116 EFL pre-service teachers who enrolled in a technology integration course. In the second stage, qualitative data were collected through focus group interviews and students' assignments. Quantitative and qualitative results indicated that the Connectivism-LBD model effectively promoted the EFL PTs' TPACK. The model's merits were the teacher's scaffolding, collaborative learning, and authentic design and practice opportunity. The improvement of this model was focused on three aspects: teachers' demonstration, discussion scaffolding, and selective revision. This research can provide a pedagogical approach for English language PT training programs associated with technology integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]