Experiences of EFL Teachers on Technological, Pedagogical, and Technological Pedagogical Knowledge

A qualitative study was conducted in a Vietnamese city to survey the EFL teachers’ experiences in three out of TPACK clusters. Qualitative data revealed that applying technology to English language teaching should depend on the teaching conditions, learners’ context and teachers’ own ability in applying it to their teaching practices despite its usefulness, whereas it was sometimes time-consuming in TK and TPK integration. While unnaturalness, monotony and their incompetence in pedagogical application were shared, most teachers showed their self-confidence in the integration of pedagogical skills to teach their students content in English classrooms. Limitations, implications and recommendations for further research are put forward.