Technology integration in English for medical purposes A TPACK-based study of Moroccan EMP teachers
Résumé
This study aims to investigate the way teachers of English for Medical Purposes (EMP) in health-related programmes perceive their knowledge and preparation for teaching medical English. The study adopts the TPACK framework in order to describe their competencies in pedagogy, medical content, and technology, and to explore how these areas might relate to their interest in professional development. Data were collected from EMP teachers across different Moroccan universities through an online questionnaire. The data were analyzed using descriptive statistics, t-tests, correlations, and an exploratory structural model to examine the relationships between the variables. The results show that teachers with medical or scientific backgrounds felt much more secure when teaching medical content than those without such backgrounds. Similarly, teachers with ICT training reported higher readiness to use technology. A strong positive relationship appeared between TPACK integration and interest in professional development. The findings highlight the need for targeted support in medical content and technology use for EMP teachers.
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