Student-Rated Teacher TPACK and Perceptions of Technology-Enhanced English Language Learning as Predictors of Perceived Learning Outcomes: Evidence from the University of Sargodha, Pakistan

Abstract

Technology-enhanced English language learning (TEELL) is spreading across university classrooms, yet its benefits depend on how teachers combine technology with pedagogy and content. This cross-sectional survey examined how students’ ratings of their teachers’ Technological Pedagogical Content Knowledge (TPACK) and students’ perceptions of TEELL relate to perceived English language learning outcomes. Data came from 303 undergraduates at the University of Sargodha, who completed a questionnaire built on a five-point Likert scale. The TPACK (24 items, α = .937), TEELL (13 items, α = .912) and learning-outcome (10 items, α = .881) scales showed good internal consistency. Pearson correlation and multiple linear regression were used for analysis. All three variables correlated positively and significantly (r = .536 to .774, p < .001). In the final model, TEELL perceptions (β = .642, p < .001) and TPACK (β = .246, p < .001) both predicted perceived outcomes and together explained 64.2% of the variance (R² = .642, F(2, 300) = 268.899, p < .001). TEELL perceptions alone explained 59.9%, and adding TPACK raised this by 4.3% (ΔR² = .043). Teachers’ knowledge matters, but students’ perceived outcomes track their own experience of technology in class more closely. Because every measure was self-reported by the same students at one time point, the findings describe associations and not effects. The results bear on teacher education and institutional support in resource-limited universities.