The impact of eTwinning projects on English teachers' technopedagogical content knowledge

The Impact of eTwinning Projects on English Teachers' Technopedagogical Content Knowledge The purpose of the study is to compare Technological Pedagogical Content Knowledge (TPACK) competencies of English teachers who took part in eTwinning projects with those who do not. Additionally the study seeks to investigate whether teachers' TPACK levels varied based on demographic and professional variables including gender, professional seniority, marital status, educational attainment, and faculty type. This study utilized a quantitative comparative cross-sectional research design. The participants are composed of English teachers employed in Malatya in the 2024-2025 academic year. The data were collected through Technological Pedagogical Content Knowledge Scale for English as a Foreign Language (TPACK-EFL) constructed by Baser et al. (2016), and a Demographic Information Form prepared by the researcher. Independent samples t-tests were conducted to analyze the collected data and two-way ANOVA analyses to explore the impacts of eTwinning participation and several demographic factors including gender, professional seniority, academic background, marital status, and faculty of graduation on teachers' TPACK levels and interaction between them. IBM SPSS Statistics 27.0 was employed to conduct the analyses. The results demonstrated English teachers taking part in eTwinning projects had considerably higher scores than non-participants, especially in several technology-related dimensions of the TPACK framework. The results revealed minor differences in English teachers' TPACK scores, regarding marital status, professional seniority, educational attainment, gender and faculty type, which were not statistically significant. Furthermore, interaction effects between eTwinning participation and demographic factors were mostly non-significant. Key words: E-Twinning Projects, English Teachers, Technological Pedagogical Content Knowledge