TPack: Time to be considered in teaching reading

Abstract

Since technology use is commendable, TPACK (Content, Pedagogy and Technology) model exemplifies its best practices in the classroom. This study, therefore, investigates to what extent can TPACK Model improve Jordanians EFL (English as a Foreign Language) students' performance in reading skill. The research followed a quasi-experimental design. The participants of the study were 66 intermediate male students from Akef Alfayez Secondary School in Amman who were distributed randomly into two intact groups: An experimental and a control group. Students in the experimental group received reading comprehension instruction by a TPACK Model trained teacher, while the students in the control group were taught by using the conventional method. The instruments used in this study were pre-test and post-test along with the developed TPACK instructional program. The results revealed positive effect of using technology in enhancing EFL learners' reading skills. Therefore, incorporating technology in EFL education needs to be considered as an effective learning tool that can boost students' level in all language skills, particularly reading comprehension, the focus of this study.