EXPLORING ENGLISH LANGUAGE TEACHERS' TPACK COMPETENCE: A SYSTEMATIC REVIEW OF THE PAST RESEARCHES

Abstract

This systematic review synthesizes empirical research (2015-2024) on the integration of the Technological Pedagogical Content Knowledge (TPACK) framework in English as Second Language (ESL) classrooms. Following PRISMA guidelines, the researchers analyzed 28 peer- reviewed studies from leading databases, including Taylor & Francis, Elsevier, and SAGE Journals. The findings of the current study reveal a persistent gap between teachers' self-reported TPACK competence and their actual classroom implementation, while a majority of studies (72%) indicates positive teacher attitudes toward TPACK, only 38% demonstrate successful pedagogical application. The primary barriers include insufficient professional development (reported in 64% of studies) and systemic resource limitations (53%). Based on these findings, researchers propose a three-tiered framework for sustainable TPACK integration, emphasizing policy reforms, institutional support systems, and teacher-centered professional development. This review contributes to the ongoing discourse on technology-enhanced language education by offering evidence-based recommendations for educators, administrators, and policymakers.