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

References

• 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.
• 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.
• 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.
• 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.
• Kim, S. (2018). Technological, pedagogical, and content knowledge (TPACK) and beliefs of preservice Secondary mathematics teachers: Examining the relationships. EURASIA Journal of Mathematics, Science and Technology Education, 14(10), em1590.
• 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
• Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(1), 35– 54. https://doi.org/10.1017/S0958344008000414
• Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A frame- work for teacher knowledge.Teachers College Record, 108(6), 1017–1054.
• 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.
• 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.