_1688892668 20230709085108000 Rovedar Daryoushbabazadeh@gmail.com Rovedar Journal of Contemporary Language Research J. Contemp. Lang. Res. 2980-8065 06 25 2023 2 2 Thanh-Thao Le https://orcid.org/0000-0002-8471-8305 Trut-Thuy Pham https://orcid.org/0009-0005-6596-2686 Introduction: In the current digital age, it is crucial for education to evolve to meet the changing demands of students. English language education is one such field that has been impacted by the growing expectation among students that their teachers use technology to facilitate learning. The objective of the present study was to assess the expectations of English as a Foreign Language (EFL) students regarding the proficiency of their English teachers in using technology for instructional purposes, using the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Methodology: This study utilized a quantitative approach, and data was collected through a 22-item e-questionnaire to measure the students’ expectations of their English teachers’ TPACK competence. The sample consisted of 363 EFL students from two universities in the Mekong Delta, Vietnam. Results: The results showed that pedagogical knowledge was the most expected component by students, while technological knowledge was the least expected. To put it differently, the students desired their English teachers to excel in structuring lessons, managing the classroom, evaluating and assessing their progress, and being able to provide various learning experiences that catered to the unique requirements and preferences of individual learners. However, the students were not particularly concerned about their teachers’ proficiency in using various digital tools, hardware, software, and technological resources. Conclusion: The findings of this study highlighted the importance of improving English teachers’ TPACK competence through TPACK-centered professional development programs. This study provides practical strategies for the same and opens up avenues for future research in this field. 06 25 2023 84 92 https://creativecommons.org/licenses/by/4.0 10.58803/jclr.v2i2.70 https://jclr.rovedar.com/index.php/JCLR/article/view/70 https://jclr.rovedar.com/index.php/JCLR/article/download/70/69 https://jclr.rovedar.com/index.php/JCLR/article/download/70/69 10.1016/j.compedu.2018.06.012 10.1152/advan.00039.2021 10.1177/0022487108324554 10.2190/EC.48.2.c Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73. Available at: https://www.jstor.org/stable/jeductechsoci.13.4.63 Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51. Available at: https://www.jstor.org/stable/jeductechsoci.16.2.31 10.1016/j.sbspro.2010.03.400 10.1007/BF02504683 10.1080/01626620.2004.10463322 10.1177/002224379002700206 Jacob, F. I. L. G. O. N. A., John, S. A. K. I. Y. O., & Gwany, D. M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44. 10.1007/s10758-019-09404-x 10.1007/s10639-022-11124-2 Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Available at: https://www.learntechlib.org/ primary/p/29544/ 10.1016/j.compedu.2019.103645 10.3390/su14127176 10.1080/1475939X.2012.719398 10.1108/IJEM-03-2021-0086 10.1111/j.1467-9620.2006.00684.x 10.1016/j.compedu.2009.08.005 10.1504/IJTM.2004.003878 10.5539/jel.v6n1p102 10.1080/03075070050193433 10.1177/016146810410600304 10.1080/15391523.2009.10782544 10.3102/0013189X015002004 10.1016/S0193-3973(99)00057-X Sonia, G. (2017). Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing. 10.15295/bmij.v8i3.1540 10.1016/j.compedu.2011.10.009 Vo, T. K. A., Pang, V., & Lee, K. W. (2020). Evaluating Vietnam’s pre-service English teacher education program for technology integration in education. Computer-Assisted Language Learning-EJ, 21(3), 8-22. 10.1111/j.1365-2729.2012.00487.x 10.4304/tpls.3.12.2262-2266 10.1177/0273475303254004