Practices and Effectiveness of Online Teaching of English in Bangladeshi Universities: Implications for a Revised TPACK
Main Article Content
Abstract
This paper reports an empirical study on the practice and effectiveness of online EFL teaching during COVID-19. Teachers had to shift to an online mode of teaching very suddenly with no previous experience and without much preparation. Their practices and effectiveness were investigated using the Technological Pedagogical and Content Knowledge (TPACK) theoretical model as the framework. A mixed method research design was planned and carried out in Bangladeshi universities using a web-based survey and indepth interviews. Data from 50 university English teachers highlight the need for a student-oriented perspective in teacher education and the creation of online teaching-based teacher development programmes (TDP) to enhance students’ experiential learning in online platforms, in line with the ‘learning technology by design’ approach. More importantly, the element of “Context” (XK) and “Classroom Management Knowledge” (CMK) have emerged as important ‘new’ tenets of TPACK. Hence, a revised version of TPACK is suggested. Further research and discussions are advocated before it could be established and propagated as an acceptable version of TPACK.
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