ESL teachers’ use of ICT in teaching English literature: An analysis of teachers’ TPCK

Effective integration of ICT in English language teaching classrooms depends on a host of factors. One of the important factors is teachers‟ knowledge and skills in using ICT in class. This paper reports a case study of four secondary school ESL teachers’ use of ICT in teaching English literature to second language (L2) learners. The data collection method includes observation of teachers‟ lessons. Each lesson was video recorded and played back during a stimulated recall interview with teachers after each lesson. The TPCK model proposed by Mishra and Koehler (2006) is used as a framework for the analysis of the interview data. They suggest that teachers‟ use of technology is guided by the dynamic relationship between teachers‟ technological, pedagogical and content knowledge. The analysis of the interview data will hopefully provide a better understanding of how the different types of knowledge interact and influence teachers‟ use of ICT in teaching English literature to L2 learners. Furthermore, through an analysis of teachers‟ use of ICT in teaching specific subject content, this study also hopes to advance the development of the TPCK model. The findings will also contribute to an understanding of the role of literature in language teaching.