Promoting EFL Pre-Service Teachers' TPACK in Listening and Speaking Instruction: A Learning by Design Approach

Integrating technology into teaching has been a challenge for pre-service teachers. This study proposed a Learning by Design for English as a Foreign Language (LBD-EFL) approach for pre-service teachers to promote their Technological Pedagogical Content Knowledge (TPACK). This study adopted a mixed methods approach involving 51 students, which lasted 14 weeks. The quantitative data showed that the participants improved their TPACK through the LBD-EFL approach. In addition, the qualitative data triangulated the result and explained the beneficial elements of this approach. The findings can provide suggestions for future teacher education programs on designing and implementing effective teaching pedagogy for TPACK development.