Innovation in Language Learning

The way people obtain information, learn, and connect with others across the world has changed dramatically as a result of technological advancements. Technology has eliminated distance constraints, allowing higher education to efficiently teach anybody. In order to improve teaching and learning, technology integration is becoming more common in classrooms. A better pattern for recognizing new teaching models has evolved as a result of the fast expansion of technology integration. As a result, it is critical in both learning and teaching language skills. There are numerous advantages to using technology to offer an environment for teaching and learning English skills. [1]

On the one hand, most research that has explored the integration of the Technological Pedagogical Content Knowledge (TPaCK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. Voogt et al. (2013) noted that empirical studies that addressed TPaCK focused mostly on exploring teachers’ beliefs, preservice teachers’ TPaCK level, and ways to enhance in-service teachers’ use of TPaCK. Few studies investigated the use of the TPaCK model as a theoretical framework for designing professional development or teacher preparation programs (Dysart & Weckerle, 2015).

However, what kind of support provided by preparation programs may be varied, and it needs further investigation to know the challenges and success for preparing them with technology integration for their prospective profession as teachers and benefitted for improving the future teachers’ education programs. This model aims to assist aspiring teachers in making meaningful connections between technology, pedagogy, and content in their professional practice by integrating structured self-reflection with real-world teaching experiences.

Therefore, reflective Practice (RP) can also enhance the understanding of situations thorough observations of interactions and a thinking process. Reflection is vital for teachers to identify and solve problems related to their teaching practice. Reflective practice has become a well-established theoretical concept in TESOL and the subject of empirical investigations. Reflective practice helps teachers apply theory to practice, improve classroom practice, and grow professionally.