Research Trend on Technological Pedagogical Content Knowledge (TPACK) through Bibliometric Analysis (2015-2021)

Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework has been widely acknowledged as a crucial theoretical foundation for integrating technology in educational technology research, particularly in investigating the use of technology by English as a Foreign Language (EFL) teachers. This study employs a bibliometrics research method to review EFL articles published on TPACK in the Scopus database from 2018 to 2022. 4,589 articles were collected based on the keywords “Technological Pedagogical Content Knowledge” or “TPACK”. Next, 791 articles on TPACK in the EFL context were selected based on the keyword search, including “EFL”, “English as Foreign Language”, and “TPACK”. The study aims to review the current research trends in TPACK research and its development in the EFL context. Regarding TPACK in the English as a Foreign Language (EFL) context, there has been a significant increase in the number of articles published in recent years. While EFL TPACK received relatively little attention in 2018, the publication number has increased significantly since then, indicating a growing interest in this area. The top five countries contributing to EFL TPACK research are the United States, China, Turkey, Spain, and Malaysia. In addition, The researchers utilized VoSViewer software to visualize the research trends that can be categorized into four main clusters, which are preservice teachers, in-service teachers, platform and approach, and e-learning.