The Correlation Between College English Teachers' TPACK And Students' Learning Engagement

As the integration of information technology and college English teaching gets increasingly profound,the blended teaching mode,which can be based on micro-lectures,MOOC,flipped classroom,has been gaining in popularity in college English teaching,setting higher requirements for college English teachers' TPACK into routine teaching.This ability has been widely recognized as one of the most important factors in determining the effect of college English teaching.On the other hand,many studies have established students' learning engagement as one of the key factors in course quality evaluation and learning effect determination.In addition to individual factors,students' learning engagement is also influenced by many other factors,such as teachers' pedagogical design and behaviors,which in turn are closely related to teachers' technological pedagogical content knowledge.A review of relevant literature reveals that there is an extreme lack of research on analyzing teachers' knowledge level and its influence on students' learning engagement from the perspective of students.In view of this,this study adopts a student perspective to explore the relationship between college English teachers' TPACK level and students' engagement in learning English.This study adopts a quantitative and qualitative research design to explore the college English teachers' TPACK level,college students' English learning engagement,and their relationship by means of questionnaire survey and in-depth interview.A total of 309 non-English major freshmen and sophomores participated in the questionnaire survey,and 4 students participated in the semi-structured interview.This results generate from the quantitative and qualitative analysis can be summarized as follows:Firstly,from the perspective of students,although college English teachers' overall level of TPACK is quite satisfactory,especially the content knowledge(CK)and pedagogical knowledge(PK),and pedagogical content knowledge(PCK),technological knowledge(TK)remains to be enhanced.Secondly,the overall engagement of freshmen in English learning is significantly higher than that of sophomore;liberal arts students' emotional,cognitive and behavioral engagement in English learning are all significantly higher than that of science and engineering students;female students' emotional and cognitiveengagement in English learning is significantly higher than that of male students.Thirdly,college English teachers' TPACK level is significantly correlated with students' English learning engagement.Among the seven dimensions,PK and TK levels have the greatest impact on students' English learning engagement.The findings from the present study suggest that college English teachers still need to further improve their TPACK level,especially the TK level.Also,to enhance students' emotional and cognitive engagement,college English teachers are advised to strengthen the degree of autonomous support for students' learning in information technology based teaching.The purpose of the present study is to investigate college students' perception of English teachers' ability to integrate information technology into teaching,and to explore its relationship with students' English learning engagement,so as to provide insights and implications for the development of college English teachers and the reform of college English teaching.