Exploring Jordanian university lecturers’ TPACK knowledge: integrating ICT for teaching English pronunciation

This study investigates the technological knowledge (TK) of university lecturers in Jordan concerning the integration of information and communications technology (ICT) tools in teaching English pronunciation. Employing a mixed-methods approach, data were collected through questionnaires and semi-structured interviews to evaluate lecturers’ understanding and use of ICT for pronunciation instruction. The findings indicate moderate competence in technology integration, with nearly half of the participants feeling confident in using ICT for pronunciation teaching. However, a significant percentage reported insufficient knowledge, especially in selecting effective tools. Analysis revealed no statistically significant differences in TK based on gender or teaching experience, suggesting these factors do not influence technological competence. Challenges included limited access to specialized pronunciation software and a reliance on basic tools like PowerPoint and interactive whiteboards. Thematic analysis of interview data highlighted obstacles such as a lack of ICT training, unfamiliarity with pronunciation-specific tools, and difficulties in evaluating tool effectiveness. Many lecturers expressed a need for advanced resources and training, while others relied on peer support to address gaps. This study emphasizes the necessity for enhanced resources and targeted training initiatives to improve ICT integration in pronunciation teaching. Future research should explore strategies to strengthen lecturers’ TK, particularly regarding ICT’s role in higher education contexts.