Developing a TPACK-Based Teacher Training Program Using Authentic Materials on EFL Teachers' Reading Exercise Design Competency and Teaching Self-Efficacy

Oct 15, 2026

Uploaded by Margaret

Research investigates EFL Thai secondary teachers’ reading exercise design competency and teaching self-efficacy through an authentic-material teacher training program grounded in the TPACK framework. The study analyzes existing training problems, develops the program, and evaluates its outcomes. Data from 30 purposively sampled teachers include competency tests, self-efficacy scales, rubrics, interviews, and observations, analyzed using statistical and thematic methods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Context and challenges in EFL reading instruction

Rationale for TPACK-based training and authentic materials

Role of AI and the importance of teacher self-efficacy

Research gap and study purpose

Developing a TPACK-Based Teacher Training Program Using Authentic Materials on EFL Teachers' Reading Exercise Design Competency and Teaching Self-Efficacy Arnantawut Tiang-uan 1,* 1English Programme (B.Ed.), Faculty of Education, Bansomdejchaopraya Rajabhat University, Bangkok, Thailand *Correspondence: English Programme (B.Ed.), Faculty of Education, Bansomdejchaopraya Rajabhat University, Bangkok 10600, Thailand. E-mail: [arnantawut.ti@bsru.ac.th](arnantawut.ti@bsru.ac.th) Received: February 11, 2026 doi:10.5430/wje.v16n1p139 Accepted: March 7, 2026 Online Published: March 18, 2026 URL: [https://doi.org/10.5430/wje.v16n1p139](https://doi.org/10.5430/wje.v16n1p139) Abstract This research aimed to 1) analyze the teacher training program situation problems using authentic materials on EFL teachers' reading exercise design competency and teaching self-efficacy, 2) develop a teacher training program based on the TPACK framework using authentic materials on EFL teachers' reading exercise design competency and teaching self-efficacy, and 3) evaluate a teacher training program based on the TPACK framework using authentic materials on EFL teachers' reading exercise design competency and teaching self-efficacy. The study involved 30 purposively sampled EFL Thai secondary teachers in Thonburi. Data were collected via competency tests, self-efficacy scales, rubrics, interviews, and observations, then analyzed using statistical and thematic methods. The findings revealed that prior practices relied heavily on simplified texts and Lower-Order Thinking Skills. Post-training, teachers achieved a 'Proficient' level in pedagogical competency, successfully designing structured plans using the P3C2R+GIRD model. Additionally, teaching self-efficacy increased to a "very high" level (M=4.38) . However, technology integration skills remained 'Foundational,' suggesting that while the program successfully elevated pedagogy and confidence, further support is needed to achieve transformative technological application. Keywords: teacher training program, TPACK framework, authentic materials, reading comprehension, exercise design competency 1. Introduction English has become a prerequisite for global economic advancement and communication, aligning with the United Nations Sustainable Development Goals (SDG 4) for quality education. Despite Thailand prioritizing English competence as a national driver, proficiency levels among Thai learners remain persistently low after over a decade of compulsory education. National assessments highlight underperformance in reading comprehension due to a systemic overreliance on rote learning and insufficient exposure to authentic language use (Karanjakwut et al., 2025) . These challenges are exacerbated in resource-limited schools by teacher shortages and a lack of technological integration, necessitating teacher training grounded in robust frameworks like Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006) . While TPACK equips teachers to integrate digital tools with content and pedagogy, sustainable competence also requires institutional support and reflective practice. Chang (2025) notes that fragmented curricula and weak theory-practice alignment often hinder teacher growth. Furthermore, traditional reading instruction in Thailand is heavily dependent on Ministry-approved textbooks that frequently lack cultural inclusivity and fail to connect with students' lived experiences (Promwatcharanon & Suwanarak, 2025) . Teachers often lack the digital literacy and training required to design or adapt authentic materials that could promote critical thinking and contextualizedreading (Charunsri & Sripicharn, 2023) . The integration of Artificial Intelligence (AI) offers a transformative solution. AI-powered platforms have been shown to enhance reading enjoyment and autonomy by providing adaptive content (Wangdi & Shimray, 2025) . However, implementing such innovations re

FAQs

What is the main purpose of the TPACK-based program described in the study?

To analyze training problems, develop a TPACK-based program using authentic materials, and evaluate how it affects teachers’ reading exercise design competency and teaching self-efficacy.

How were data collected and analyzed?

Data were collected using competency tests, self-efficacy scales, rubrics, interviews, and observations, then analyzed using statistical and thematic methods.

What limitations did teachers show before training, according to the findings?

Prior practices relied heavily on simplified texts and Lower-Order Thinking Skills.

What outcomes improved after the program, and what remained limited?

Teachers reached a ‘Proficient’ pedagogical competency level and designed structured plans using the P3C2R+GIRD model, while teaching self-efficacy increased to a very high level; technology integration skills remained ‘Foundational’.

Oct 15, 2026

Uploaded by Margaret