The Applicability of the PICRAT, TPACK, and SAMR Models to the Teaching and Learning of English as a Foreign Language

Abstract

The aim of this exploratory review was to investigate the applicability of PICRAT, SAMR, and TPACK models to the teaching and learning of English in a foreign setting; PICRAT, SAMR, and TPACK models have been viewed, in reference to some of the available literature, as protocols that should be activated in parallel with the process of integrating technology in the design of the teaching and learning practices that compatible with education in  this digital age; these three models, as concluded  by the available related literature, have gained importance in the field of (TEFL) as technology enhancement seems to be  inevitable and irreplaceable because technological solutions can provide authentic native  contexts  that , otherwise, could not be available, by traditional physical realities,   to teachers and  learners of English in foreign settings ; learners of English as a foreign language, as concluded by the related literature ,  do not normally use English outside classroom setting, which may violate the communicative aspect of English as a lingua franca in many countries of the world; to gain deeper insights , three related studies were critically reviewed and summarized  , by the researcher, to epitomize the validity of these three models , PICRAT, SAMR, and TPACK, to describe how technology integration could effectively be carried out , how to track the development of this integration, what attitudes ,towards this integration, could students and teachers have, and how to assess and evaluate this integration, especially in the teaching and learning of English in  a foreign setting . As a result, this exploratory review has reached some conclusions concerning the applicability of the PICRAT, SAMR, and TPACK in the design of teaching and learning English in a foreign setting. This exploratory review has also come up with some recommendations.