摘要
Based on the conceptual framework on project-based learning (PBL), this study used the final projects, questionnaires, and self- and peer-evaluations to explore the influence of the elevator pitch as PBL on 34 Taiwanese EFL pre-service teachers' technological pedagogical content knowledge (TPCK) in pronunciation instruction. The study made the following principal findings. First, participants held a positive attitude toward the elevator pitch as PBL, particularly in authentic and active exploration. Secondly, not all pre-service teachers could fully demonstrate TPCK in their elevator speech as PBL due to their superficial content, pedagogical, and technological knowledge in pronunciation instruction. Suggestions were proposed in order to employ the elevator speech as PBL for developing pre-service teachers' TPCK.