A Critical Review of the Teacher Efficacy and TPACK Studies in English Language Teaching over a Period of Ten Years

Abstract

The aim of this study was to analyze general inclinations in both Teacher Efficacy and TPACK in various English language teaching settings between 2014 and 2024, starting with one of these studies conducted in 2014. With these aims, 41 studies related to Teacher Efficacy and 25 studies related to TPACK were chosen depending on specific criteria and the results were systematically analyzed. The main findings of the studies related to Teacher Efficacy were examined in two groups: (1) whether teacher efficacy has an effect on particular areas, and (2) whether teacher efficacy has been affected by other factors. The studies related to TPACK were divided into four groups influencing factors for TPACK, TPACK conceptualization, TPACK implementations, and problems related to technology. This is of value to researchers wishing to conduct further studies.