Abstract:

The present study ascertained the impact of technology integration in the L2 classroom using the Technological Pedagogical Content Knowledge (TPACK) for student teachers and using the implications in EFL settings. In simple words, TPACK means the readiness, both in terms of attitude and knowledge, of teachers to use technology in their classrooms. The study used a quasi-experimental approach, blending both quantitative and qualitative methods to collect data at state-run universities in India on the population of student teachers of English. It may be pointed out here that though English is the language most spoken by Indians, it is officially the second or even third language in most state schools. Yet, it is not a ‘foreign language’ but one of the official languages in the country. Therefore, the premise that findings in this study can be used in EFL settings as in KSA. The data for this study was collected using mixed methods which provides definitive and useful results. The TPACK scale results and interviews indicated a major increase in the overall TPACK self-efficacy of student teachers of English after participating in CALL. The change was noticeable in TPACK's technology-related domains. This study generally demonstrates that TPACK CALL preparation holds great promise for students training to be English teachers and the incorporation of CALL into ELTEPs in L2 and EFL settings is highly recommendable. Also, after engaging in CALL workshops, student teachers' TPACK-Language self-efficacy increased. It can be suggested on the basis of the findings of this study that while CALL integration is paramount in ELTEPs, many student teachers need various hands-on opportunities and a kind of internship to promote their self-efficacy with TPACK-English to be in a better position to use technology correctly and efficiently inside language teaching.

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