Correction: Shiu, W. H. C. (2025). Conceptualising the Pedagogical Purposes of Technologies by Technological, Pedagogical Content Knowledge and Substitution, Augmentation, Modification and Redefinition in English as a Second Language Classrooms. Education Sciences, 15(4), 411

Affiliation Correction

In the published publication (Shiu, 2025), there was an error regarding the affiliation. The updated affiliation should include: Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China.

Text Correction

There was an error in the original publication (Shiu, 2025). The text of Tier 1 (under sub-heading 7.3) is missing. The description in 7.3.1. should belong to Tier 2 (Competent Users).

The correct text should be as follows:

7.3.1. Tier 1 as Beginners

ESL teachers acquire basic knowledge and skills to use suitable digital tools to replace existing old tools for teaching. They are also able to use tools to enhance effective classroom management and promote learning motivation.

7.3.2. Tier 2 as Competent Users

ESL teachers acquire knowledge and skills to meaningfully and interactively use the tools in the typology to enhance pedagogical improvement in ELT. Teachers will not only use technology for effective and efficient classroom management and motivation but also leverage its affordances to promote 21st-century skills.

A correction has been made to Paragraph Number:

The current numbering system	A suggested numbering system for corrections
Abstract	Abstract
1. Introduction and Background	1. Introduction and Background
2. The TPACK Framework	2. The TPACK Framework
3. The SAMR Model	3. The SAMR Model
3.1. The Study 3.2. Methods 3.3. Participants 3.4. Sampling Strategy 3.5. Participants’ Backgrounds and Teaching Contexts 3.6. Ethical Considerations 3.7. Data Collection Strategies 3.8. Data Analysis 4. Findings 4.1. Comparison of the Three Teachers’ Technology Use in Their Practices 4.2. Wendy’s Teaching Practice 4.3. The First Episode: A Jigsaw Activity for Promoting Listening Comprehension 4.4. The Second Episode: A Nearpod Reading Activity 4.5. The Third Episode: A Digital Mind-Map Construction and Research Activity 4.6. Liz’s Teaching Practice 4.7. The First Episode: Kahoot! For Grammar Learning Informed by Noticing and Hypothesising 4.8. The Second Episode: Enhancing the Process of a Drama Production Through Technology 4.9. The Third Episode: The Preparation of the Writing Process 4.10. Jack’s Teaching Practice 4.11. The First Episode: Enhancing Reading Between and Beyond the Lines 4.12. The Second Episode: Preparation for an Online Research Activity 4.13. The Third Episode: Students’ Knowledge of Technology, Creativity and Critical Thinking 4.14. A Typology of Technologies Used in ESL Classrooms 4.15. Three Main Domains of Pedagogical Purposes Afforded by Technology 5. Discussion 5.1. Technology Achieves General Pedagogical Purposes 5.2. Technology Enhances the Teaching of English Language Content 5.3. Technology Enhances the Practice of Generic Skills to Promote Teaching and Learning 5.4. Practical Implications 5.5. Recommendations for ESL Teachers 5.6. Step-by-Step Instructions for Designing a Technology-Enhanced Lesson Plan 5.7. A Checklist for Evaluating Technological Tools 5.8. Recommendations for English Teacher Education 5.9. Policy Recommendations for Sustainable Technology Integration in ELT 5.9.1. Tier 1 as Beginners 5.9.2. Tier 3 as Proficient Users 5.9.3. Tier 4 as Expert Users 6. Conclusions	4. The Study 4.1. Research Purpose and Question 4.2. Methods 4.3. Participants 4.4. Sampling Strategy 4.5. Participants’ Backgrounds and Teaching Contexts 4.6. Ethical Considerations 4.7. Data Collection Strategies 4.8. Data Analysis 5. Findings 5.1. Comparison of the Three Teachers’ Technology Use in Their Practices 5.2. Wendy’s Teaching Practice 5.2.1. The First Episode: A Jigsaw Activity for Promoting Listening Comprehension 5.2.2. The Second Episode: A Nearpod Reading Activity 5.2.3. The Third Episode: A Digital Mind-Map Construction and Research Activity 5.3. Liz’s Teaching Practice 5.3.1. The First Episode: Kahoot! For Grammar Learning Informed by Noticing and Hypothesising 5.3.2. The Second Episode: Enhancing the Process of a Drama Production Through Technology 5.3.3. The Third Episode: The Preparation of the Writing Process 5.4. Jack’s Teaching Practice 5.4.1. The First Episode: Enhancing Reading Between and Beyond the Lines 5.4.2. The Second Episode: Preparation for an Online Research Activity 5.4.3. The Third Episode: Students’ Knowledge of Technology, Creativity and Critical Thinking 5.5. A Typology of Technologies Used in ESL Classrooms 5.6. Three Main Domains of Pedagogical Purposes Afforded by Technology 6. Discussion 6.1. Technology Achieves General Pedagogical Purposes 6.2. Technology Enhances the Teaching of English Language Content 6.3. Technology Enhances the Practice of Generic Skills to Promote Teaching and Learning 7. Practical Implications 7.1. Recommendations for ESL Teachers 7.1.1. Step-by-Step Instructions for Designing a Technology-Enhanced Lesson Plan 7.1.2. A Checklist for Evaluating Technological Tools 7.2. Recommendations for English Teacher Education 7.3. Policy Recommendations for Sustainable Technology Integration in ELT 7.3.1. Tier 1 as Beginners 7.3.2. Tier 2 as Competent Users 7.3.3. Tier 3 as Proficient Users 7.3.4. Tier 4 as Expert Users 8. Conclusions

The authors state that the scientific conclusions are unaffected. This correction was approved by the Academic Editor. The original publication has also been updated.