The importance of teachers’ technological,pedagogical, and content knowledge (TPACK) in con-ducting effective technology-enhanced instruction has beenrecognized; however, the understanding of teachers’TPACK when teaching English as a Foreign Language(EFL), as well as the need for their further TPACK de-velopment, has not been properly addressed. To fill the gapin TPACK research in the EFL domain, this study aims toexplore the TPACK among 22 in-service EFL teachers atelementary schools in Taiwan. Also, the possible needs ofthese EFL teachers for their future professional develop-ment were investigated. In order to better portray theTPACK of the EFL teachers, both their synthesizedTPACK and performance on the seven TPACK constructcomponents were evaluated in this study. A quantitativequestionnaire was used to assess the EFL teachers’ per-formance on the seven TPACK construct components.Their synthesized TPACK was revealed by means of in-terviews and classroom observations. The RevisedBloom’s Taxonomy and the pedagogic framework forcomputer-assisted language learning were used to analyzethe qualitative data collected from the interviews and classobservations. The results indicated that the EFL teachersneeded more technology knowledge to further developtheir TPACK, and that the EFL teachers’ TPACK focusedmuch on motivating students, rather than on usingtechnology for creating opportunities for students to useEnglish language meaningfully and authentically.

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• Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of PrimaryTeachers of English in Taiwan