Teaching Anxiety and Perceived Technological Pedagogical Content Knowledge among Foreign Language Teachers

Research Article


  • Merve Yakut
  • Selami Aydin Istanbul Medeniyet University


English as a foreign language, foreign language teaching anxiety, technological pedagogical content knowledge


The number of studies on the relationship between foreign language teaching anxiety (FLTA) and English as a foreign language (EFL) teachers’ perceived technological pedagogical content knowledge (TPACK) skills is relatively limited. The current study examined the relationship between FLTA and perceived TPACK among EFL teachers. The Foreign Language Teaching Anxiety Scale and the Technological Pedagogical Content Knowledge – English as a Foreign Language (TPACK-EFL) Survey were administered to 111 EFL teachers. Results showed that EFL teachers had a low level of FLTA and a sufficient level of perceived TPACK skills. It was also concluded that there is a negative correlation between FLTA and perceived TPACK among EFL teachers.