EFL Students’ Beliefs on Sociocultural-based TPACK Practices by Their Instructors

Year 2024, Volume: 28 Issue: 1, 1 - 11, 25.03.2024

Aylin Yardimci Arif Sarıçoban

https://doi.org/10.53487/atasobed.1454514

Abstract

Several components of students' technical pedagogical content knowledge (TPACK) have been extensively researched in English as a foreign language (EFL). However, there has been a dearth of TPACK research on EFL students' online development programs when viewed from a sociocultural perspective. During one semester, EFL students from various higher education institutions in Turkey were surveyed to assess their ideas on sociocultural-based TPACK in the current study. The data for the study was collected using an adopted questionnaire (Bostancıoğlu & Handley, 2018). The findings revealed that their instructors' technological skills are better suited to encourage more diverse cultural involvement, interaction, and adaptability in different teaching and learning activities, as well as assisting their students in overcoming cultural challenges through the use of digital technologies. Therefore, it can be asserted that their instructors are confident enough in terms of technological content knowledge.

Keywords

Sociocultural approach, EFL students, students’ beliefs, TPACK, applied linguistics

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