Thesis
The perceived impact of triple e-based training on Jordanian university lecturers' and students' pronunciation teaching and learning practices : a case study of a Jordanian university
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2023
- Thesis identifier
- T16801
- Person Identifier (Local)
- 201959714
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- This PhD thesis comprises three phases. The first phase investigates the Technological Pedagogical Content Knowledge (TPACK) of Jordanian university lecturers, specifically their understanding of ICT and its effective utilisation in pronunciation instruction. The second phase investigates the perceived impact of TRIPLE E-based training on university lecturers' development of TPACK, with a focus on knowledge and practices related to pronunciation teaching and their influence on students' pronunciation learning. Furthermore, the third phase delves into the perspectives of both lecturers and students to identify barriers and solutions related to the integration of information and communication technology (ICT) in pronunciation teaching and learning. Drawing on a theoretical framework of TPACK (Mishra & Koehler, 2006; Koehler & Mishra, 2009) and the TRIPLE E framework (Kolb, 2017), this story of development unfolds through a case-study narrative over a bounded timeframe of 10 months. The setting is a public university in the Hashemite Kingdom of Jordan, where the researcher conducted workshops with university lecturers, and six lecturers have been selected as cases to represent the story of developments and changes in practice occurring in line with the delivery and aftermath of this TRIPLE E training-based workshops. This study used a mixed-method approach for data collection. To examine university lecturers' TPACK knowledge and their use of ICT in pronunciation teaching, 81 lecturers completed a questionnaire, and 12 participants took part in semi-structured interviews. Quantitative data from the questionnaire underwent statistical analysis, while qualitative insights from interviews were thematically analyzed. To evaluate the impact of TRIPLE E workshops, the study conducted 7 individual interviews, 6 classroom observations, and a group interview with 3 lecturers. Additionally, a questionnaire was distributed to 322 university students, and focus group discussions were held with 6 groups, each comprising 4 students. The study also explored barriers and solutions related to ICT integration in pronunciation teaching and learning through focus group discussions with three university lecturers in one group and six groups, each composed of four university students, with the qualitative data analyzed thematically. The findings of this study showed challenges in the realms of TPACK knowledge and ICT tool accessibility. Approximately one-third of these lecturers expressed a lack of confidence in their ability to select ICT tools and effectively integrate the communicative approach within their teaching methodologies. Moreover, nearly half of the surveyed lecturers reported feelings of inadequacy when it came to the selection of proficient teaching strategies. Notably, the study did not identify any significant differences in these challenges based on gender or the level of teaching experience. Regarding ICT tool accessibility, differences between learning environments were evident. These lecturers enjoyed more extensive access to ICT tools within laboratory settings, in contrast to classroom settings. However, access to specific tools tailored for pronunciation instruction, such as dedicated pronunciation apps and learning tools, remained limited. Notably, age and teaching experience appeared to influence the extent of access to hardware tools, with the latter cohort benefiting from greater accessibility. In the context of the TRIPLE E workshops, anticipated benefits are focused on improving the teaching and learning of English pronunciation. These workshops have the potential to enhance lecturers' TPACK knowledge, leading to increased adoption of pronunciation apps and the implementation of student-centered instructional strategies, as opposed to a teacher-centered approach. These changes hold the promise of improving the effectiveness of pronunciation teaching and learning, particularly in the medical field. Significant changes were noted in the lecturers' specific professional practice of using technology and instructional strategies in their pronunciation teaching. The study suggests that as technology becomes integrated into pronunciation teaching, there is an associated rethinking of practice in other skills or subjects. As such, this supports one of the central arguments for the development of TPACK, in that the introduction of technology to existing conceptualizations of Pedagogical Content Knowledge (PCK) (Shulman, 1986) has demanded that teachers question their existing pedagogy and lay the foundations for development in their practice as a whole (Mishra & Koehler, 2006). This study illuminates the developmental journey of university lecturers and students, showcasing the enhancement of their TPACK competencies and pronunciation teaching practices, ultimately leading to improved pronunciation learning for their students. The findings contribute to the understanding, definition, and further exploration of pronunciation teaching practices in the digital age, particularly in higher education. By addressing barriers faced by lecturers and students and facilitators associated with ICT integration, this research sets the stage for future investigations in this area.
- Advisor / supervisor
- John,Tomasz
- Lowit, Anja
- Timmins, Claire
- Banegas, Darío Luis
- Resource Type
- Note
- This thesis was previously held under moratorium from 12th January 2024 until 15th January 2026.
- DOI
Relations
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