The current study investigated the Technological Pedagogical Content Knowledge (TPACK) level and needs of pre-service teachers through a convergent parallel design. The participants included 120 English as a Foreign Language (EFL) pre-service teachers, 79 females and 41 males, studying at a state university in Turkey. The TPACK-Deep scale developed by Kabakçı-Yurdakul et al. (2012) served as the quantitative data collection instrument and an open-ended questionnaire was used to collect qualitative data on the opinion and needs of the participants. As for the analysis of quantitative data, the authors employed descriptive statistics. On the other hand, a thematic analysis was implemented for the qualitative data. The findings indicated that EFL pre-service teachers generally had a high level of TPACK proficiency. Moreover, the TPACK needs of student teachers were mainly related to technology-based problems (TK, TCK, and TPK) and access to technological tools. Finally, at the end of the article, further suggestions and implications are provided for prospective studies and scholars over the above-mentioned issues.
Anxiety has usually been a fundamental factor affecting the language learning as well as the language teaching process. Although there are numerous articles regarding foreign language learning anxiety, there is a scant body of literature about foreign language teaching anxiety (FLTA). The purpose of this research is to explore the main research areas concerning FLTA that are conducted in Turkey within the last decade, through the metasynthesis method. Accordingly, the results of 13 FLTA-related studies were presented in this study after excluding irrelevant articles. Using content analysis, the data were analyzed. Based on similarities and differences, several codes were evaluated and separated between the themes. The results of the 13 selected studies revealed 5 themes, namely, the sources of FLTA, the impact of gender on FLTA, the relationship between selfefficacy and FLTA, the connection between years of experience and FLTA, and the level of FLTA. Consequently, for prospective research, possible research areas were recommended.
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