Abstract
The aim of this study was to explore the relationship between English language instructors’ perceived levels of Technological Pedagogical Content Knowledge (TPACK) and their satisfaction with teaching online. 205 English instructors working at universities in Turkey participated in the study. A mixed-method approach was employed for data collection, incorporating quantitative and qualitative methods. Quantitative data were obtained through the TPACK-EFL and the Online Faculty Satisfaction (OFSS) scale, while qualitative data were gathered via in-depth interviews with the instructors. The findings revealed a significant relationship between instructors’ TPACK and their satisfaction with teaching online. This research carries several important implications for TPACK in language teaching and its implementation in both online and classroom settings.
Published Version
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