10.57647/jals.2025.0502.10

Iranian EFL Teachers’ TPACK Competency and Perception

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  • Afshin Mansouri-Qadikolaei1,
  • Dr. Amir Marzban*1,
  • Ebrahim Fakhri Alamdari1,
  1. Department of Foreign Languages, QaS. C., Islamic Azad University, Qaemshahr, Iran

Received: 2025-09-05

Revised: 2025-11-05

Accepted: 2025-12-07

Published in Issue 2025-12-30

Copyright (c) 2025 Afshin Mansouri-Qadikolaei, Dr. Amir Marzban, Ebrahim Fakhri Alamdari (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mansouri-Qadikolaei, A., Marzban, A., & Fakhri Alamdari, E. (2025). Iranian EFL Teachers’ TPACK Competency and Perception. Journal of Applied Linguistics Studies, 5(2). https://doi.org/10.57647/jals.2025.0502.10
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Abstract

Examining EFL teachers’ Technological, Pedagogical, and Content Knowledge competency and perception seems to be crucial.  This survey research (also called descriptive research) followed an explanatory sequential design and used both “non-experimental quantitative” and “basic qualitative research” methods to gather information regarding TPACK competency and perception among Iranian EFL teachers while taking their educational degree and teaching experience into account. To accomplish so, 104 male (40) and female (64) Iranian EFL teachers from various branches of the Iran Language Institute were chosen through convenience sampling to participate in this study. The TPACK Self-Assessment Questionnaire (Baser et al., 2016) was used to assess the TPACK score of the participants in the quantitative part of the study. For the qualitative part of the research, through convenience sampling, 6 male (3) and female (3) participants voluntarily took part in a structured interview session regarding EFL teachers’ perceptions towards TPACK.  The results of the One-Way ANOVA Test revealed that there was not any significant difference in total TPACK score among participants of different educational levels. The results of the Independent Samples T-test showed that the more experienced participants outperformed the less experienced ones in terms of their total TPACK score. Thematic content analysis of the interview transcriptions using the MAXQDA software (a qualitative analysis software for text, memos, images, video segments (Ary et al., 2013)) revealed not only the participants’ perceptions regarding the definition, importance, and the ways of improving TPACK, but also their ideas about the correlation between EFL teachers’ TPACK level and their educational degree and teaching experience.  The findings of the quantitative part of the study implicated the necessity of holding TPACK workshops for less experienced EFL teachers who need additional training in this area. The qualitative findings implicated that EFL teachers need to broaden their understanding of new technological tools, contemporary language pedagogy trends, and subject matter expertise.

Keywords

  • Content Knowledge,
  • Pedagogy Knowledge,
  • Technology Knowledge,
  • TPACK Competency,
  • TPACK Perception
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