Investigating EFL teachers' TPACK competencies: A study in Northern Iraq

Abstract

The expeditious advancement of innovation has necessitated its integration into education and language teaching to improve the quality of education. The Technological, Pedagogical, and Content Knowledge (TPACK) framework offers a valuable model for merging technology with language pedagogy and subject matter. This study investigated EFL teachers' understanding of TPACK and its core knowledge domains in Northern Iraq, focusing on factors such as general knowledge, teaching experience, and academic qualifications. A mixed-methods approach was employed, combining quantitative data from 105 EFL teachers through a TPACK questionnaire and qualitative insights from 10 interviews. This study examined EFL teachers’ understanding of TPACK and its core knowledge domains, considering factors such as general knowledge, teaching experience, and academic qualifications in Northern Iraq. The results revealed that teachers demonstrated stronger pedagogical and subject knowledge compared to educational technology. Interestingly, novice teachers showed greater proficiency in technology-related scales, whereas experienced teachers exhibited better knowledge of content and pedagogy. Furthermore, academic degrees influenced technological knowledge, with significant differences observed. The study's findings, derived from both qualitative and quantitative phases, yield important implications and warrant further exploration and teachers’ sustainable development in education.