Home⇛Isabela State University Linker: Journal of Education, Social Sciences and Allied Health⇛vol. 2 no. 2 (2025)

Technological, Pedagogical, and Content Knowledge (TPACK) Level and Technology-Based Self-Regulated English Learning Strategies (SRL) of Pre-Service Teachers

Ronnie Jhay Saet | Lorelyn L. Medico

Discipline: Teacher Training

 

Abstract:

Teacher preparation programs in the Philippines continue to struggle with developing pre-service teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) and self-regulatory competencies. Current studies show low levels of both TPACK and technology-based self-regulated English learning strategies (SRL), revealing a critical gap in the prevailing context. Hence, this study was conducted with the primary aim of identifying the level of TPACK and the usage of SRL of the pre-service teachers. Moreover, this specifically sought to determine if there is a significant relationship between their usage of SRL and their TPACK level. In doing so, this study used a descriptive-correlational design with 139 respondents selected through stratified random sampling, and the data were gathered through a structured survey and analyzed using Pearson r-correlation. This was guided by the TPACK and SRL frameworks, with TPACK used to measure the pre-service teachers’ level of technological, pedagogical, and content competence, and SRL used to assess their usage of self-management strategies. Together, these frameworks support the study’s aim of evaluating both constructs and examining their relationship. The results revealed that their TPACK level is average, and they usually use the SRL strategies. A significant relationship was also found between TPACK level and technology-based English SRL strategies, indicating that effective technological integration depends on a holistic understanding of how tools align with pedagogy and content. This enables the pre-service teachers to make metacognitively informed decisions, monitor learning, and apply strategies effectively. The findings suggest that teacher education programs should strengthen TPACK and SRL skills to promote more effective, pedagogically sound technology use in English learning.



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