Sarıçoban, ArifTosuncuoğlu, İrfanKırmizı, Özkan2020-03-262020-03-262019Sarıçoban, A.., Tosuncuoğlu, İ & Kırmızı, Ö. (2019). A technological pedagogical content knowledge (TPACK) assessment of pre-service EFL teachers learning to teach English as a foreign language, Journal of Language and Linguistic Studies, 15(3), 1122-1138.1305578Xhttps://dx.doi.org/10.17263/jlls.631552https://hdl.handle.net/20.500.12395/38409The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of preservice EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Başer et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers’ competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development. © 2019 JLLS and the Authors - Published by JLLS.en10.17263/jlls.631552info:eu-repo/semantics/openAccessAssessmentEnglish as a foreign languageTeacher educationTechnological pedagogical content knowledgeTechnology integrationArticle15311221138N/A