عنوان مقاله [English]
This study investigates virtual English and French language instructors’ perception of their Technological Pedagogical Content Knowledge (TPACK) in Iran, in the Covid-19 Pandemic situation, in order to understand the way in which participants’ TPACK is related to their virtual language-teaching experience, their virtual teacher-training courses (TTC), and their taught languages. The data were collected through an electronic researcher-made questionnaire (internal consistency of 0.96), composed of 34 questions regarding TPACK’s seven sub-components: Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Pedagogical Content Knowledge, and Contextual Knowledge. Participants were composed of 116 French and English language instructors from various language institutes in Iran. Results indicate that both English and French instructors received the highest scores in Content Knowledge, Contextual Knowledge, and Pedagogical Content Knowledge, while they received the lowest scores in Technological Pedagogical Knowledge and Technological Knowledge. Findings suggest that despite at least one year of virtual teaching experience, and various virtual TTC, instructors are relatively hesitant in using technology as the medium through which teaching takes place. In addition, there is no significant relationship between participants’ perceived TPACK and their age, gender, field of study and taught languages. However, instructors’ Content Knowledge is influenced by the amount of their virtual language-teaching experiences, their degree-level, and their participation in virtual TTCs. Their Pedagogical Knowledge is influenced by their virtual teaching experience and participation in virtual TTCs, and their Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge are influenced by the amount of their virtual language-teaching experience.