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Teaching a foreign language is shaped extensively by the impacts of technological advances in the 21st century. English teachers are always required to enhance their theoretical and practical knowledge on how to use technology in their classes. TPACK (Technological, Pedagogical and Content Knowledge) framework was introduced to understand the teacher knowledge required for effective technology integration. This study displays the TPACK training programme for 24 in-service English Language teachers (teaching young learners aged 8-12). During this programme, each skill was taken separately to enhance the teacher pedagogical knowledge. But in this paper, we focus on writing and grammar skills which are diagnosed to be the more problematic ones. The researchers used the TPACK scale developed by Schmidt (2009) as pre-test and post-test to see the impact of the training on the usge of digital tools for the improvement of these two skills. Immediate and Delayed Workshop Evaluations were conducted just after the training. Both tests showed an increase in the knowledge and skill of integrating technology into their English classes within the model of TPACK. The results of this study also revealed improvement on knowledge of ICT tools.
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