Emergency Remote Teaching: Efl Instructors’ Technological Pedagogical Content Knowledge and Satisfaction With Teaching Online

Abstract

The present study aimed at investigating Turkish EFL instructors’ perceived level of Technological Pedagogical Content Knowledge (TPACK) and satisfaction with teaching online in an emergency remote teaching context. A total of 205 instructors of English working at universities located in Turkey participated in the study. A mixed-method approach was used for data collection in which both quantitative and qualitative methods were used. Quantitative data were collected through the Online Faculty Satisfaction Survey (OFSS) and the TPACK-EFL scale. Qualitative data were gathered through semi-structured interviews with the instructors who were determined based on voluntariness. The findings showed that the general TPACK of the participants in this study was relatively high and they evaluated their CK as the highest and their TPACK as the lowest. It was also revealed that the mean scores related to non-technological knowledge domains of TPACK were significantly higher than the mean scores related to technological domains. Instructors who participated in this study were not very satisfied with teaching online in general, which stemmed mainly from student-related factors such as low motivation, participation, and attendance levels of students in online courses, lack of face-to-face contact and interaction with students, lack of technological equipment and internet connection problems. And lastly, it was found that instructors' level of TPACK could predict their satisfaction with teaching online. The findings of the present study have several important implications for language educators’ TPACK, its implementation in both online and face-to-face education, and the improvement of online education practices in Turkey.