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Int. J. Asst. Tools in Educ., Vol. 7, No. 3, (2020) pp. 343–360

offers an opportunity for teachers to replace traditional teaching methods with technology
integrated ones to be able to perform their professions more efficiently and more effectively.

5. RECOMMENDATIONS
Future researchers should develop new TPACK instruments capable of measuring actual
learning, performance, and real-life scenario tasks apart from the ones used to measure
perception, belief self-efficacy through TPACK instruments. In addition to the use of
Cronbach's alpha, inter-rater reliability, expert content validity, and factor analysis to ensure
the reliability and validity of instruments, future researchers should also try using other ways
of ensuring and increasing reliability and validity of instruments while devising new TPACK
instruments to measure TPACK of English teachers. Future researchers should meticulously
look into the ways how multi-method research designs and mixed methods research designs
could be employed to measure English teachers’ TPACK in further studies. Further researchers
should also question how data triangulation process in a TPACK-research works in terms of
reliability and validity and might be applied to better measure pre-service and in-service English
teachers’ TPACK.
Limited to investigate reliability and validity issues, this review has made an attempt to discuss
how the issues of reliability and validity of instruments are addressed by the researchers within
a limited number of studies in the field of EFL.

Declaration of Conflicting Interests and Ethics
The authors declare no conflict of interest. This research study complies with research
publishing ethics. The scientific and legal responsibility for manuscripts published in IJATE
belongs to the author(s).

ORCID
Abdullah ARSLAN https://orcid.org/0000-0002-3979-6371

6. REFERENCES
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Alhababi, H. H. (2017). Technological pedagogical content knowledge (TPACK) effectiveness
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