Dhurba Kumar Shahi
The integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) has become increasingly crucial in modern education, yet understanding how teachers effectively navigate the complex interplay between technology, pedagogy, and content remains a significant challenge. This theoretical review addresses this gap by presenting EFL-TPACK (English as a Foreign Language – Technological Pedagogical Content Knowledge) as a comprehensive framework synthesized from two established theoretical traditions: Technological Pedagogical Content Knowledge (TPACK) and Computer-Assisted Language Learning (CALL). Drawing on Mishra and Koehler's (2006) foundational TPACK framework and its subsequent adaptation for EFL contexts, this article provides a systematic examination of EFL-TPACK's theoretical foundations, its seven constituent knowledge domains, and its applicability for exploring teachers' knowledge, perceptions, and practices regarding ICT integration in ELT classrooms. The framework integrates principles of social constructivism with TPACK, acknowledging the socio-constructivist nature of learning while emphasizing the crucial role of technology in shaping effective language teaching practices. This review argues that EFL-TPACK offers a nuanced and contextually appropriate lens for understanding technology integration in language education, addressing the specific needs of EFL teachers who must navigate the intersection of language content, pedagogical strategies, and rapidly evolving technological tools. The article concludes by outlining implications for research, teacher education, and practice, and by identifying directions for future empirical investigation.