Reliability and Validity of TPACK Instruments in EFL

Abstract

In this study, issues of validity and reliability of a wide range ofinstruments used to measure technological pedagogical content knowledge level ofEnglish teachers were discussed. To this end, the search in the databases of ERIC,ScienceDirect, Scopus, EBSCOhost, and Web of Science was conducted. As aresult of applying a set of criteria to publications retrieved from the databases, 60studies (including 40 articles, 14 dissertations and 6 conference papers) were foundsuitable for analysis in the current study. A two-level analysis was conducted. Firstone was study-level analysis focusing on general characteristics of each study andthe second one was an instrument-level analysis that focuses on target audienceand research instruments. As a consequence of the analysis at the study-level, 128instruments were classified into five types of instruments including, open-endedquestionnaire, observation, performance assessment, interview, and self-reportinstruments. At the instrument-level analysis, issues of validity and reliability ofthose instruments and target audience were investigated. The findings revealed that60% of the reviewed studies did not provide any index of reliability, and similarlyover 80% of the studies presented no evidence of validity.