Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 43 no. 6 (2025)

ESL Tutors' Motivation and Technological, Pedagogical and Content Knowledge (TPaCK) in Online Learning Contexts

Emadel Mae Orillaneda | Merlyn Estoque

Discipline: Education

 

Abstract:

With the growing demand for online English instruction, understanding how motivation influences tutors’ professional competence is essential. ESL online tutoring refers to the real-time, personalized delivery of English lessons via digital platforms. As virtual learning transforms language education, tutors play a central role in supporting learners through their ability to integrate technology, pedagogy, and content framed within the TPACK model. This study investigated the relationship between intrinsic and extrinsic motivation and Technological, Pedagogical, and Content Knowledge (TPACK) among 72 ESL online tutors using a quantitative, descriptive survey design. Data were collected through a modified questionnaire and analyzed using frequency, percentage, mean, standard deviation, Kruskal-Wallis H Test, Mann-Whitney U Test, and Spearman’s Rho. Results showed a significant relationship between motivation and all TPACK domains, indicating that more motivated tutors demonstrate stronger instructional integration. Among profile variables, only educational background significantly influenced Technological Content Knowledge (TCK), with non-education graduates scoring highest. Other demographic variables showed no significant differences.



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