TY  - JOUR
T1  - EFL Students’ Beliefs on Sociocultural-based TPACK Practices by Their Instructors
TT  - EFL Students’ Beliefs on Sociocultural-based TPACK Practices by Their Instructors
AU  - Yardimci, Aylin
AU  - Sarıçoban, Arif
PY  - 2024
DA  - March
DO  - 10.53487/atasobed.1454514
JF  - Current Perspectives in Social Sciences
PB  - Ataturk University
WT  - DergiPark
SN  - 2822-3160
SP  - 1
EP  - 11
VL  - 28
IS  - 1
LA  - en
AB  - 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.
KW  - Sociocultural approach
KW  - EFL students
KW  - students’ beliefs
KW  - TPACK
KW  - applied linguistics
N2  - 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.
CR  - Baser, D., Kopcha, T. J., & Ozden,M. Y. (2015). Developing a technological pedagogical 	content knowledge (TPACK) assessment for pre-service teachers learning to teach 	English as a foreign language. Computer Assisted Language Learning, 29(4), 749–764. 
	https://doi.org/10.1080/09588221.2015.1047456.
CR  - Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for 	evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5-6), 572-598.
CR  - Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
CR  - Kartal, T., & Dilek, I. (2021). Preservice Science Teachers’ TPACK Development in a 	Technology-Enhanced Science Teaching Method Course. Journal of Education in 	Science Environment and Health, 7(4), 339-353.
CR  - Kim, S. (2018). Technological, pedagogical, and content knowledge (TPACK) and beliefs of preservice 
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CR  - Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical 	content  knowledge  of  Singapore  pre-service  teachers  with  a  large-scale  survey. Journal of Computer Assisted Learning, 26(6), 563–573.  https://doi.org/10.1111/j.1365-2729.2010.00372.x
CR  - Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(1), 35–	54. https://doi.org/10.1017/S0958344008000414
CR  - Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A frame-	work for teacher knowledge.Teachers College Record, 108(6), 1017–1054.
CR  - Mishra, P., Koehler, M. J., & Henriksen, D. (2011). The 7 trans-disciplinary habits of mind: 	Extending the TPACK framework towards 21st Century Learning. Educational  	Technology, 51(2), 22–28.
CR  - Novita, D., Purwati, O., Anam S. (2022). "In-service EFL Teachers’ Sociocultural-based 	TPACK Beliefs and Practices: Voice of Teachers and Students." Computer Assisted 	Language Learning 23.1 (2022): 278-293.
UR  - https://doi.org/10.53487/atasobed.1454514
L1  - https://dergipark.org.tr/en/download/article-file/3813091
ER  -