Al-Abdullatif, A. M. (2019). Auditing the TPACK confidence of preservice teachers: The case of Saudi Arabia. Education and Information Technologies, 24(6), 3393-3413.
Alharbi, A. A. M. (2020). The degree of teaching knowledge for Saudi EFL Teachers: An investigation for Madinah EFL teachers' perceptions regarding TPACK Framework. English Language Teaching, 13(10), 99-110.
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICTnt of ICTt of ICTof ICTg TPACK Framework. Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
Angeli, C., Valanides, N., & Christodoulou, A. (2016). Theoretical considerations of technological pedagogical content knowledge. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (pp. 21-42). Routledge.
Atar, C., Aydın, S., & Bağcı, H. (2019). An investigation of preservice English teachers’ level of techno-pedagogical content knowledge. Journal of Language and Linguistic Studies, 15(3), 794-805.
Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. https://doi.org/10.1080/09588221.2015.1047456
Bennet, S., & Oliver, M. (2011). Talking back to theory: The missed opportunities in learning technology research. Research in Language Learning Technology, 19(3), 179-189.
Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5-6), 572-598. https://doi.org/10.1080/09588221.2017.1422524
Demirtaş, B., & Mumcu, F. (2021). Preservice teachers’ perceptions of ICT and TPACK Competencies. Acta Educationis Generalis, 11(2), 60-82.
Dornëy, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition research: A practical guide (pp. 74-94). John Wiley & Sons.
Ekrem, S., & Recep, C. (2014). Examining preservice EFL teachers' TPACK competencies in Turkey. Journal of Educators Online, 11(2). https://doi.org/10.9743/JEO.2014.2.2
Ersanli, C. Y. (2016). Improving technological pedagogical content knowledge (TPACK) of preservice English language teachers. International Education Studies, 9(5), 18-27.
İşler, C., & Yıldırım, Ö. (2018). Perceptions of Turkish preservice EFL teachers on their technological pedagogical content knowledge. Journal of Education and Future, 13, 145-160.
Jang, S. J., & Tsai, M.-F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4), 566-580. https://doi.org/10.14742/ajet.282
Johnson, J. (2021, September 10). Worldwide digital population as of January 2021. https://www.statista.com/statistics/617136/digital-population-worldwide/
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey. Journal of Computer Assisted Learning, 26(6), 563-573.
Li, L. (2018) Integrating technology in ESP: Pedagogical principles and practice. In R. Muñoz-Luna & L. Taillefer (Eds.), Integrating information and communication technologies in English for specific purposes. Springer.
Mashhadi, A., Al Suraifi, A., & Fahad, A. K. (2022). Iraqi EFL learners’ preferences and readiness for mobile learning in higher education during COVID-19 pandemic. Journal of English Language Teaching and Learning, 14(30), 351-365.
Mashhadi, A., Kassim Kadhum, A., & Gooniband Shooshtari, Z. (2023). Exploring technological pedagogical content knowledge among Iraqi high school English teachers: A comparative study during the COVID-19 pandemic. Iranian Journal of Applied Language Studies, 15(1), 141-154.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Mishra, P., Koehler, M. J., & Kereluik, K. (2009). Looking back to the future of educational technology. TechTrends, 53(5), 49.
Monjezi, M., Mashhadi, A., & Maniati, M. (2021). COVID-19: Is it time you made the CALL. Computer Assisted Language Learning Electronic Journal, 22(2), 56-72.
Nazari N., Nafissi, Z., Estaji, M. & Marandi S. (2019) Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development, Cogent Education, 6(1) 1-26. https://doi.org/10.1080/2331186X.2019.1632010
North, A. S., & Noyes, J. M. (2002). Gender influences on children’s computer attitudes and cognitions. Computers in Human Behavior, 18(2), 135-150.
Passey, D. (2019). Technology‐enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50(3), 972-986.
Richards, J. C. (2017). Curriculum development in language teaching. Cambridge University Press.
Rosenberg, J., & Koehler, M. J. (2015). Context and teaching with technology in the in the digital age. In M. L. Niess & H. Gillow-Wiles (Eds.), Handbook of research in the digital age (pp. 456-457). Hershey: IGI Global.
Sarıçoban, A., Tosuncuoğlu, İ., & Kırmızı, Ö. (2019). A technological pedagogical content knowledge (TPACK) assessment of preservice EFL teachers learning to teach English as a foreign language, Journal of Language and Linguistic Studies, 15(3), 1122-1138.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Thompson, A. D., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64.
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within preservice teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 20-32.
Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134-150
Tseng, J. J. (2018). Exploring TPACK-SLA interface: Insights from the computer-enhanced classroom. Computer Assisted Language Learning, 31(4), 390-412.
Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2020). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 33, 1-24. https://doi.org/10.1080/09588221.2020.1868531
Turgut, Y. (2017). Tracing preservice English language teachers’ perceived TPACK in sophomore, junior, and senior levels. Cogent Education, 4(1), 1-20. https://doi.org/10.1080/2331186X.2017.1368612
Wang W., Schmidt, D. & Jin, Y. (2018) Preservice teachers' TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. https://doi.org/10.1080/21532974.2018.1498039
White, D. S., & Le Cornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9). https://doi.org/10.5210/fm.v16i9.3171