Integration of The TPACK Model into English Language Teaching
DOI:
https://doi.org/10.55640/eijp-05-12-35Keywords:
TPACK, genre-based approach, writing competenceAbstract
The article examines the methodological opportunities for integrating the genre-based approach and the TPACK model in the process of teaching English. Particular attention is paid to the development of learners’ writing and communicative competencies through the pedagogically justified use of digital technologies. The study is based on the Classroom Action Research (CAR) methodology, which includes the stages of planning, implementing pedagogical interventions, observation, and reflection. The use of the Canva and Liveworksheets digital platforms in working with narrative texts is analyzed. The research findings indicate the appropriateness of the integrated application of the genre-based approach and TPACK to increase learners’ engagement, independence, and the quality of language learning.
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