Examining EFL instructors' technological pedagogical content knowledge levels and perceptions at the tertiary level in Türkiye

Living in an era where almost everything in our daily lives tends to evolve into different dimensions thanks to rapid advancements, it would probably be safe to assume that technology is no exception. EFL Instructors are therefore expected not only to be competent in these forms of knowledge but also to be able to integrate technological, pedagogical, and content knowledge into their teaching practices. Technology integration in education is also gaining considerable momentum in English as a Foreign Language (EFL) teaching at the university level. This study investigates the perceptions of in-service EFL instructors towards Technological Pedagogical Content Knowledge (TPACK) levels at a state university in Türkiye. Utilising a sequential mixed methods research design, the study first gathered quantitative data through the EFL-TPACK questionnaire from 47 instructors, followed by qualitative data through semi-structured interviews with 16 participants. Quantitative analysis revealed that instructors have perceptions of high levels of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) but comparatively lower levels of Technological Pedagogical Knowledge (TPK). Significant differences in TPACK levels were found based upon teaching experience, with newer instructors displaying higher technological competence. Qualitative findings offered deeper insights, indicating a strong need for continuous professional development and targeted training to improve technology integration in EFL teaching. Participants expressed challenges in balancing technological tools with pedagogical strategies and content delivery. They also emphasised the importance of institutional support and access to resources. This research contributes to the growing body of literature on TPACK by providing a thorough understanding of the specific needs and challenges encountered by in-service EFL instructors at a state university in Türkiye. The study underlines the need for customised professional development programs to bridge the gap in technological knowledge and improve overall instructional effectiveness in EFL contexts. Based upon the discussion of findings and implications, it offers recommendations such as employing diverse and robust sampling techniques, aiming for a larger sample size, addressing missing data issues, using multiple interviewers, and ensuring thorough training and standardisation in interviewing techniques for future research studies.