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Results show teachers rate their TPACK very highly, while students report a high level but highlight technology proficiency and practical-use gaps. Teachers’ challenges include troubleshooting limitations, restricted collaboration-tool use, and unreliable internet, while students stress interactive pedagogy yet note inconsistent technology integration. Findings support targeted professional development.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/tpack-of-efl-upper-secondary-school-teachers-in-thailand-a-comparison-between-self-and-students-assessments/582283/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/tpack-of-efl-upper-secondary-school-teachers-in-thailand-a-comparison-between-self-and-students-assessments/582283.png","ImageObject",300,407,{"name":42,"@type":43},"Ophelia","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What framework guides this study on EFL teachers’ technology integration?","Question",{"text":63,"@type":64},"The study is grounded in the Technological Pedagogical and Content Knowledge (TPACK) framework, focusing on how technology, pedagogy, and content knowledge work together.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are teachers’ TPACK levels measured?",{"text":68,"@type":64},"Teachers’ TPACK levels are measured through teachers’ self-assessment and students’ assessments. Data also include TPACK questionnaires and semi-structured interviews.",{"name":70,"@type":61,"acceptedAnswer":71},"What differences appear between teachers’ and students’ assessments?",{"text":72,"@type":64},"Teachers report very high TPACK knowledge, especially in Content Knowledge (CK) and Pedagogical Content Knowledge (PCK). Students rate teachers’ TPACK as high but identify gaps in technological proficiency and practical application, including inconsistent technology integration.",{"name":74,"@type":61,"acceptedAnswer":75},"What challenges do teachers and students report regarding technology use?",{"text":76,"@type":64},"Teachers face inadequate ability to resolve computer issues, limited use of collaborative tools, and unreliable internet connectivity. Students value engaging, interactive teaching methods but notice uneven technology integration during instruction.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},582283,1792061609,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Technology",50,"technology",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},7,"Healthcare",40,"healthcare",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},8,30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":101,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":115,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":116,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":148,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","TPACK of EFL Upper Secondary School Teachers in Thailand: A Comparison between Self-and Students’ Assessments  \nSiyada Klomkaew and *Sasa Watanapokakul  \n*Corresponding author’s email: [sasa.wat@mahidol.ac.th](sasa.wat@mahidol.ac.th)[ ](sasa.wat@mahidol.ac.th)Faculty of Liberal Arts, Mahidol University, Thailand  \nReceived: March 5, 2025 Revised: June 4, 2025 Accepted: August 18, 2025  \nAbstract  \nGrounded in the Technological Pedagogical and Content Knowledge (TPACK) framework, this mixed-methods study investigates the TPACK levels of EFL upper secondary schoolteachers based on the teachers’ self-assessment and the assessment from their students and examines the differences between EFL upper secondary school teachers’TPACK self-assessments and their students’ assessment of their teachers’ TPACK in a private school in Thailand. 334 upper secondary school students and 36 EFL upper secondary school teachers participated in the study. Data collection tools included TPACK questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and the Independent Samples t-Test, while qualitative data underwent thematic analysis to interpret and support the research questions. On average, results revealed that teachers assessed their TPACK knowledge very highly, particularly in Content Knowledge (CK) and Pedagogical Content Knowledge (PCK), whereas students assessed their teachers’TPACK at a high level, highlighting gapsin technological proficiency and practical application. Teachers faced challenges such as inadequate aptitude for resolving computer issues, limited use of collaborative tools, and unreliable internet connectivity. Students emphasized the value of engaging and interactive teaching methods but noted inconsistent technology integration in the instruction. The study underscores the importance of targeted professional development programs to enhance teachers’ technological and pedagogical skills, addressing the gaps identified by students.  \nKeywords: Technological Pedagogical and Content Knowledge (TPACK), EFL upper secondary school teachers, EFL upper secondary school students, student assessment, teachers’ self-assessment, technology integration  \nIntroduction  \nDigital technology has significantly transformed education globally, including in Thailand, where the COVID-19 pandemic accelerated the shift to online learning and highlighted the need for effective ICT integration in education (Aminatun et al., 2021; Lestari & Asari, 2022) . Since its adoption in the 1980s, technology has played a vital role in enabling teachers to perform complex tasks efficiently, enhancing lesson planning, student monitoring, and content delivery (Inpeng & Nomnian, 2020) . Studies emphasize the benefits of technology in improving student engagement and simplifying teaching processes, with platforms like Microsoft Teams supporting collaboration among teachers, students, and parents (Eutsler et al., 2020; Ewing & Cooper, 2021) .  \nThe Technological Pedagogical and Content Knowledge (TPACK) framework, introduced by Koehler & Mishra (2009), provides a structured approach to integrating technology, pedagogy, and content knowledge. This is particularly relevant for EFL education in Thailand. EFL instruction is vital in Thailand’s upper secondary schools, where students prepare for higher education and careers requiring English proficiency (Baker, 2012; Wiriyachitra, 2002). As global communication and digital literacy become increasingly essential, integrating technology into EFL instruction enhances student engagement and skill development (Boonmoh et al., 2022; Inpeng & Nomnian, 2020) .  \nTo meet these evolving demands, teachers must effectively integrate technology while ensuring pedagogical and content alignment. The TPACK framework provides a valuable model for optimizing EFL instruction, understanding how teachers effectively integrate technology in EFL classes and bridging technological proficiency wit","cbCaiv3ORWuZ2Enl","https://ap.wps.com/l/cbCaiv3ORWuZ2Enl","pdf",559718,"English","# Abstract\n# Introduction\n## Research gap and study purpose\n## Research questions","[{\"question\":\"What framework guides this study on EFL teachers’ technology integration?\",\"answer\":\"The study is grounded in the Technological Pedagogical and Content Knowledge (TPACK) framework, focusing on how technology, pedagogy, and content knowledge work together.\"},{\"question\":\"How are teachers’ TPACK levels measured?\",\"answer\":\"Teachers’ TPACK levels are measured through teachers’ self-assessment and students’ assessments. Data also include TPACK questionnaires and semi-structured interviews.\"},{\"question\":\"What differences appear between teachers’ and students’ assessments?\",\"answer\":\"Teachers report very high TPACK knowledge, especially in Content Knowledge (CK) and Pedagogical Content Knowledge (PCK). Students rate teachers’ TPACK as high but identify gaps in technological proficiency and practical application, including inconsistent technology integration.\"},{\"question\":\"What challenges do teachers and students report regarding technology use?\",\"answer\":\"Teachers face inadequate ability to resolve computer issues, limited use of collaborative tools, and unreliable internet connectivity. Students value engaging, interactive teaching methods but notice uneven technology integration during instruction.\"}]","TPACK of EFL Upper Secondary School Teachers in Thailand - A Comparison between Self-and Students’ Assessments | PDF",1792042956,76]