Applying TPACK to foster dynamic Language acquisition in an ESL/EFL classroom: A systematic review

Integrating technology in the teaching of English as foreign/second language infusing TPCK – Technological pedagogical and content knowledge framework as introduced by Mishra & Koehler (2006) plays an important role in the 21st century on how to foster pedagogical improvement of education, as well still considered a new field for researchers and educators. Educators' knowledge and competence of ICT usage within a classroom setting, is highly required in achieving the learning objectives. As of result, a systematic literature review probes TPCK application in EFL/ESL classroom of over than 60 journal articles, published between, 2011-2019 and books were studied and reviewed. On the one hand, English teaching principles, methods, and activities were particularly reviewed and discussed with relation to TPCK foundation, on the other hand, the review focused on investigating technology integration among pre-service teachers, and TPCK-framework among EFL/ESL in teacher education programs. Based on the reviews, it was deduced that TPCK-framework ought to be profoundly explored and additional empirical studies to be conducted applying TPCK to achieve technology integration whereby fostering dynamic EFL/ESL teaching and learning, as well, led to integral recommendations for the improvement of TPCK framework for pre-service teachers in teacher education programs.