Investigating the Relationship between Digital Literacy and TPACK Levels of Pre-Service English Teachers

Abstract

This mixed methods study explores the correlation between digital literacy and Technological Pedagogical Content Knowledge (TPACK) among pre-service English teachers at a Turkish state university. With 118 junior and senior participants, the study employs the Digital Literacy Scale and TPACK-Deep Scale for quantitative data, supplemented by focus group interviews for qualitative insights. Overall, pre-service teachers exhibited high TPACK and digital literacy levels, except for a medium proficiency level. Females scored higher in ethics. Significant differences emerged among participants with and without educational technology training, impacting digital literacy, TPACK, exertion, and proficiency. Pearson correlation analysis established a positive relationship between digital literacy and TPACK, with regression analysis identifying digital literacy as a predictor of TPACK. Qualitative findings underscore pre-service EFL teachers' perceptions of digital competence and TPACK. digital literacy ,TPACK, digital competence , pre-service English teachers