Pedagogical Research

• Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education. Journal of Research on Technology in Education, 43(4), 281-300. https://doi.org/10.1080/15391523.2011.10782573
• Adulyasas, L. (2017). Measuring and factors influencing mathematics teachers’ technological pedagogical and content knowledge (TPACK) in three southernmost provinces, Thailand. AIP Conference Proceedings, 1868(1), Article 050032. https://doi.org/10.1063/1.4995159
• Alahmari, A. (2013). An investigation of Saudi Arabian EFL teachers’ engagement with technology [Doctoral thesis, Monash University].
• Alghamdi, S. S. (2017). The effect of EFL teachers’ technological pedagogical content knowledge (TPACK) on EFL teaching in Saudi Arabian secondary schools [PhD dissertation, University of New England].
• Alghazo, S. (2016). Pronunciation in EFL contexts: Perspectives from the Middle East. Speak Out! 55, 40-49.
• Alharbi, E. (2014). A study on the use of ICT in teaching in secondary schools in Kuwait [Doctoral dissertation, Cardiff Metropolitan University].
• Alnajjar, H., & Al-Jamal, D. (2019). UNRWA EFL in-service teachers’ perception of the application of TPACK in teaching listening and speaking. IUG Journal of Educational and Psychology Sciences, 2(27), 56-72.
• Alshare, K., Al-Dwairi, M., & Akour, I. (2003). Student-instructor perception of computer technologies in developing countries: The case of Jordan. Journal of Computer Information Systems, 43(4), 115-123. https://doi.org/10.1080/08874417.2003.11647541
• Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
• Baker, A. (2011). ESL teachers and pronunciation pedagogy: Exploring the development of teachers ‘cognitions and classroom practices. In. J. Levis, & K. LeVelle (Eds.), Proceedings of the 2^nd Pronunciation in Second Language Learning and Teaching Conference (pp. 82-94). Iowa State University.
• Baker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136-163. https://doi.org/10.1002/tesq.99
• Breitkreutz, J., Derwing, T. M., & Rossiter, M. J. (2001). Pronunciation teaching practices in Canada. TESL Canada Journal, 19(1), Article 51. https://doi.org/10.18806/tesl.v19i1.919
• Buss, L. (2015). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20(5), 619-637. https://doi.org/10.1177/1362168815574145
• Calvo Benzies, Y. J. (2018). Aportaciones de las nuevas tecnologías a la enseñanza de la pronunciación en inglés. Language Value, 9(1). https://doi.org/10.6035/languagev.2017.9.2
• Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.
• Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation hardback with audio CDs (2): A course book and reference guide. Cambridge University Press.
• Cheng, K.-H. (2017). A survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan. Computer Assisted Language Learning, 30(7), 692-708. https://doi.org/10.1080/09588221.2017.1349805
• Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? Catesol Journal, 30(1), 13-45.
• Darcy, I., Ewert, D., & Lidster, R. (2012). Bringing pronunciation instruction back into the classroom: An ESL teachers’ pronunciation “toolbox.” In J. Levis, & K. LeVelle (Eds.), Proceedings of the 3^rd Pronunciation in Second Language Learning and Teaching Conference (pp. 93-108). Iowa State University.
• Derwing, T. M. (2010). Utopian goals for pronunciation teaching. In Proceedings of the 1^st pronunciation in second language learning and teaching conference (pp. 24-37).
• Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research (vol. 42). John Benjamins Publishing Company. https://doi.org/10.14220/odaf.2016.32.2.130
• Doering, A., Koseoglu, S., Scharber, C., Henrickson, J., & Lanegran, D. (2014). Technology integration in K-12 geography education using TPACK as a conceptual model. Journal of Geography, 113(6), 223-237. https://doi.org/10.1080/00221341.2014.896393
• Egbert, J., Paulus, T. M., & Nakamichi, Y. (2002). The impact of call instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6(3), 108-126.
• Farr, F., & Riordan, E. (2012). Students’ engagement in reflective tasks: An investigation of interactive and non-interactive discourse corpora. Classroom Discourse, 3(2), 129-146. https://doi.org/10.1080/19463014.2012.716622
• Foote, J. A., Holtby, A. K., & Derwing, T. M. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), Article 1. https://doi.org/10.18806/tesl.v29i1.1086
• Ghanizadeh, A., Razavi, A., & Jahedizadeh, S. (2015). Technology-enhanced language learning (TELL): A review of resourses and upshots. International Letters of Chemistry, Physics and Astronomy, 54, 73-87. https://doi.org/10.56431/p-z6sj8g
• Giordano, V. A. (2007). A professional development model to promote internet integration into P-12 teachers’ tractice: A mixed methods study. Computers in the Schools, 24(3-4), 111-123. https://doi.org/10.1300/j025v24n03_08
• Gökçe, K. U. R. T., Akyel, A., Koçoğlu, Z., & Mishra, P. (2014). TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English. ELT Research Journal, 3(3), 153-166.
• Gordon, J. (2021). Pronunciation and task-based instruction: Effects of a classroom intervention. RELC Journal, 52(1), 94-109. https://doi.org/10.1177/0033688220986919
• Gordon, J., & Darcy, I. (2016). The development of comprehensible speech in L2 learners. Journal of Second Language Pronunciation, 2(1), 56-92. https://doi.org/10.1075/jslp.2.1.03gor
• Groth, R., Spickler, D., Bergner, J., & Bardzell, M. (2009). A qualitative approach to assessing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(4), 392-411.
• Guichon, N., & Hauck, M. (2011). Editorial: Teacher education research in CALL and CMC: More in demand than ever. ReCALL, 23, 187-199. https://doi.org/10.1017/S0958344011000139
• Hanson-Smith, E. (2006). Communities of practice for pre-and in-service teacher education. Teacher Education in CALL, 14, 301-315. https://doi.org/10.1075/lllt.14.25han
• Henry, A. (2008). The relationship of age, gender, and personality style with the level of technology implementation at the university level [Doctoral dissertation, Walden University].
• Hsu, L., & Chen, Y.-J. (2019). Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy. South African Journal of Education, 39(S2), Article 1572. https://doi.org/10.15700/saje.v39ns2a1572
• Hubbard, P., & Levy, M. (Eds.). (2006). Teacher education in CALL. John Benjamins. https://doi.org/10.1075/lllt.14
• Hubbard, P. (2013). CALL and the future of language teacher education. CALICO Journal, 25(2), 175-188. https://doi.org/10.1558/cj.v25i2.175-188
• Kaiser, D. (2018). Mobile-assisted pronunciation training: The iPhone pronunciation app project. IATEFL Pronunciation Special Interest Group Journal, 58, 38-52.
• Karaca, F. (2015). An investigation of preservice teachers’ technological pedagogical content knowledge based on a variety of characteristics. International Journal of Higher Education, 4(4), 128-136. https://doi.org/10.5430/ijhe.v4n4p128
• Kazoka, R., & William, F. (2016). Secondary school teachers’ knowledge and practice towards the use of ICT. Merit Research Journal of Education and Review, 4(2), 14-18.
• Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185. https://doi.org/10.1080/09658416.2010.486439
• Kerouad, S., & Fagroud, M. (2015). Moroccan University teachers’ perceptions and attitudes towards the use of information and communication technology (ICT) in the teaching process. In Proceedings of the ICT for Language Learning Conference (p. 193).
• Kessler, G., & Plakans, L. (2008). Does teachers’ confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21(3), 269-282. https://doi.org/10.1080/09588220802090303
• Kimmons, R. (2015). Examining TPACK’s theoretical future. Journal of Technology and Teacher Education, 23(1), 53-77.
• Kolb, L. (2017). Learning first, technology second: The educator’s guide to designing authentic lessons. International Society for Technology in Education.
• Kolb, L. (2020). Learning first, technology second in practice: New strategies, research and tools for student success. International Society for Technology in Education.
• Levis, J. M. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184-202. https://doi.org/10.1017/s0267190508070098
• Levis, J. M. (2018a). Cinderella no more! Second language pronunciation research and practice [Paper presentation]. TheInternational Teachers of English to Speakers of Other Languages Conference.
• Levis, J. M. (2018b). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press. https://doi.org/10.1017/9781108241564
• Macdonald, S. (2002). Pronunciation views and practices of reluctant teachers. Prospect, 17(3), 3-18.
• Mailizar, M., & Fan, L. (2019). Indonesian teachers’ knowledge of ICT and the use of ICT in secondary mathematics teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), Article em1799. https://doi.org/10.29333/ejmste/110352
• Meo, S. A. (2013). Basic steps in establishing effective small group teaching sessions in medical schools. Pakistan Journal of Medical Sciences, 29(4), 1071-1076. https://doi.org/10.12669/pjms.294.3609
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Nasim, S. M., AlTameemy, F., Ali, J. M. A., & Sultana, R. (2022). Effectiveness of digital technology tools in teaching pronunciation to Saudi EFL learners. FWU Journal of Social Sciences, 16(3), 68-82. https://doi.org/10.51709/19951272/fall2022/5
• Park, C. N., & Son, J-B. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies & Learning, 5(2), 80-101. https://doi.org/10.5172/ijpl.5.2.80
• Pennington, M. C. (2021). Teaching pronunciation: The state of the art 2021. RELC Journal, 52(1), 3-21. https://doi.org/10.1177/00336882211002283
• Pirasteh, P. (2014). The effectiveness of computer-assisted language learning (CALL) on learning grammar by Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 1422-1427. https://doi.org/10.1016/j.sbspro.2014.03.561
• Reinders, H. (2009). Teaching (with) technology: The scope and practice of teacher education for technology. Prospect: An Australian Journal of TESOL, 34(3), 15-23.
• Rogerson-Revell, P. M. (2021). Computer-assisted pronunciation training (CAPT): Current issues and future directions. RELC Journal, 52(1), 189-205. https://doi.org/10.1177/0033688220977406
• Sadeghi, M. R. (2013). Computer assisted language instruction in EFL academic environment: A hindrance or a facilitator. Basic Research Journal of Education Research and Review, 2(6), 93-98.
• Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21(4), 369-385. https://doi.org/10.1080/09658416.2011.643891
• Seyedabadi, S., Fatemi, A. H., & Pishghadam, R. (2015). Towards better teaching of pronunciation: Review of literature in the area. Mediterranean Journal of Social Sciences, 6(4), Article 76. https://doi.org/10.5901/mjss.2015.v6n4s1p76
• Stover, S., & Veres, M. (2013). TPACK in higher education: Using the TPACK framework for professional development. Global Education Journal, 1, 93-110.
• Tai, S.-J. D. (2013). From TPACK-in-action workshops to English classrooms: CALL competencies developed and adopted into classroom teaching [PhD thesis, Iowa State University].
• Thang, S. M., & Gobel, P. (2012). Special issue of GLoCALL 2010 conference papers: Specific applications of technology in second/foreign language educational settings. Computer Assisted Language Learning, 25(3), 213-216. https://doi.org/10.1080/09588221.2012.662329
• Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H. (2009). Comprehension-based practice. Studies in Second Language Acquisition, 31(04), Article 609. https://doi.org/10.1017/s0272263109990040
• Wahid, R., & Sulong, S. (2013). The gap between research and practice in the teaching of English pronunciation: Insights from teachers’ beliefs and practices. World Applied Sciences Journal, 21, 133-142.
• Walker, R. (2005). Using student-produced recordings with monolingual groups to provide effective, individualized pronunciation practice. TESOL Quarterly, 39(3), Article 550. https://doi.org/10.2307/3588495
• Wang, F., & Reeves, T. C. (2003). Why do teachers need to use technology in their classrooms? Issues, problems, and solutions. Computers in the Schools, 20(4), 49-65. https://doi.org/10.1300/j025v20n04_05
• Wekerle, C., Daumiller, M., & Kollar, I. (2020). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2020.1799455
• White, S., Davis, H., Dickens, K., León, M., & Sánchez-Vera, M. M. (2015). MOOCs: What motivates the producers and participants? Computer Supported Education, 99-114. https://doi.org/10.1007/978-3-319-25768-6_7
• Yaghi, H. M. (2001). Subject matter as a factor in educational computing by teachers in international settings. Journal of Educational Computing Research, 24(2), 139-154. https://doi.org/10.2190/9ywv-ddul-7g4f-6qvx
• Yagiz, O. (2018). EFL language teachers’ cognitions and observed classroom practices about L2 pronunciation: The context of Turkey. Novitas-ROYAL (Research on Youth and Language), 12(2), 187-204.
• Yoshida, M. T. (2018). Choosing technology tools to meet pronunciation teaching and learning goals. Catesol Journal, 30(1), 195-212.

APA

Almithqal, E. A., & John, T. (2025). Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation. Pedagogical Research, 10(1), em0227. https://doi.org/10.29333/pr/15588

Vancouver

Almithqal EA, John T. Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation. PEDAGOGICAL RES. 2025;10(1):em0227. https://doi.org/10.29333/pr/15588

AMA

Almithqal EA, John T. Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation. PEDAGOGICAL RES. 2025;10(1), em0227. https://doi.org/10.29333/pr/15588

Chicago

Almithqal, Eyad Ahmad, and Tomasz John. "Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation". Pedagogical Research 2025 10 no. 1 (2025): em0227. https://doi.org/10.29333/pr/15588

Harvard

Almithqal, E. A., and John, T. (2025). Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation. Pedagogical Research, 10(1), em0227. https://doi.org/10.29333/pr/15588

MLA

Almithqal, Eyad Ahmad et al. "Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation". Pedagogical Research, vol. 10, no. 1, 2025, em0227. https://doi.org/10.29333/pr/15588