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According to 74 empirical studies on English teachers’integrating technologyinto ELT retrieved from CNKI(2004-2020),of which the earliest one is Explorationof the Integration of Information Technology into English Teaching in High Schoolsby Zhang(2004),it is found that research participants involved in the literatureinclude in-service(50,68%)and pre-service(20,27%)as well as pre-service plusin-service English teachers(4,5%),research methods frequently used arequestionnaire survey(64,45%),interview survey(39,27%)and classroomobservation(15,10%),and research content include the status quo,influentialfactors,strategies of English teachers’integrating technology into ELT.

2.1.1 The Status Quo

Studies have surveyed the status quo of English teachers’TPACK and theirapplication of integrating technology into ELT

1)English teachers’TPACK

Some studies show that English teachers’TPACK is at a low level(e.g.:Dong,2018;Liu,2018;Liu,2019),For instance,Dong(2018)conducted questionnaire andinterview surveys among 80 English postgraduates,which shows that theirintegration ability is relatively poor.

Other studies indicate that English teachers’TPACK is at an intermediate level(e.g.:Li,2018;Long,2019;Sun,2019).Through a questionnaire survey andinterview,Li(2018)found that pre-service English teachers’TPACK in Shanxi is atthe intermediate level.

Also,several studies evidence that English teachers’TPACK is at a high level(e.g.:Liu,2015;Li,2019;Li&Gao,2019).Liu(2015)investigated high schoolEnglish teachers’TPACK with a questionnaire survey,interview and classroomobservation and found that their TPACK is good.

2.2 English Teachers’Integrating Technology into ELT:Empirical Studies Abroad

According to 52 empirical studies on English teachers’integrating technologyinto ELT retrieved from“ERIC”and“CNKI”,it is found that research participantsinclude in-service(12,23%)and pre-service(38,75%)as well as pre-service plusin-service English teachers,research methods frequently used are questionnairesurvey(39,57%),interview survey(16,23%)and experiment method(14,20%),and research content covers the status quo(33,63%),influential factors(15,29%),strategies(17,33%)and perceptions(19,37%)of English teachers’integratingtechnology into ELT

2.2.1 The Status Quo

Empirical studies have surveyed the status quo of English teachers’TPACK andtheir application of integrating technology into ELT.

1)English Teachers’TPACK

Some studies have shown that English teachers’TPACK is at a low level(Archambault&Crippen,2009;Hosseini&Kamal,2013).For example,Hosseini&Kamal(2013)measured 236 pre-service and in-service teachers in five fieldsthrough the lens of TPCK and found their knowledge for technology integration is ata low level.

Also,some research results show that many teachers have a moderate level ofTPACK(e.g.:Ekrem&Recep,2014;Mtebe&Raphael,2018).

But most researchers found that pre-service EFL teachers have a satisfactorylevel of TPACK(e.g.Simsek,2019;Sarıçoban et al.,2019).For instance,Sarıçobanet al.(2019)surveyed 77 pre-service EFL teachers with questionnaire and interviews.The results indi本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。