TPACK FRAMEWORK FOR DEVELOPING TRANSFORMATIVE ENGLISH LEARNING MOOC

Aida Maksut Yergaliyeva, A. Y. Baigarayeva, A. A. Kaibullayeva, Madina Ashirimbetova

2025

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DOI 10.48081/uzaz5762
Data confidence 70 medium
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Abstract

This study aims to examine the opportunities related to implementing the TPACK (Technological Pedagogical Content Knowledge) framework in order to develop English Language MOOCs. The authors’ chosen research design is descriptive interpretative with a quantitative approach to data analysis using SPSS version 28. A total of 38 language instructors, aged 20 to 39, employed at two private universities in Kazakhstan comprised the sample. The researchers used a structured survey, adapted from Koehler and Mishra, that asked participants about their perceived TPACK, or technological pedagogical content knowledge. The results identified the need for a larger scope of professional development aimed at developing teachers' pedagogical and content knowledge as well as technical skills. Instructors also recognized the need for personalized instruction and flexible teaching in the classroom to meet the needs of learners. Even with highlighting the value of TPACK in creating better learning experiences, there were still suggestions for further research for how to deal with current issues. In conclusion, this research study indicates that there is a need to integrate TPACK, technological pedagogical content knowledge, within a language course design framework that will assist with developing digital literacy and effective learning for language education and project an inclusive learning environment. Key words: technology integration, massive online courses, pedagogical knowledge, content knowledge, digital literacy.