Experiences of In-service EFL Teachers for the Modes of Instruction Regarding Comparative Perceived TPACKs

Abstract

The settings of education have undergone several alterations in such a way that the modes of instruction are one of the obvious results of this change. Therefore, it was inevitable that TPACK would resurface, and EFL teachers had to carefully examine and record the levels of TPACK considering the modifications that occurred prior to, during, and following their exposure to various modalities of instruction. Thus, this study aimed to explore the perceived TPACKs for the modes of instruction of 185 in-service EFL teachers in Türkiye during and after the pandemic and shed light on the literature by comparing the two different modes of instruction (i.e., face-to-face, and online) they experienced via the quantitative findings. During the COVID-19 restrictions, a survey was conducted in such a way that participants could answer every single item twice: once in their face-to-face mode and once in their online mode associated with their perceived TPACKs. Overall, findings revealed that the in-service EFL teachers had a lower perceived TPACK for online mode compared to face-to-face education. The manifested results had significant national and international implications for the future of the EFL.

Keywords

• Modes of Instruction
• Face-To-Face Education
• Online Education
• Technological Pedagogical Content Knowledge (TPACK)
• In-service EFL Teachers

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