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Technological pedagogical content knowledge (TPACK) provides a framework of teacher knowledge to integrate technology into education successfully. Applying digital technologies to TPACK in order to understand the range of language teachers’ ability levels is of considerable importance. The present study sought to examine Iranian EFL teachers’ perceived knowledge of Web 2.0 technologies in light of Mishra and Koehler’s (2006) TPACK framework. To this end, a structural model was put forth on the basis of interactions of the TPACK seven-factor model. The participants of the study consisted of 160 EFL teachers, who were selected through an alternative sampling procedure. The data were collected from the participants through a TPACK-EFL questionnaire. The structural equation modeling (SEM) technique was employed to analyze the pathways of Web 2.0 technology, pedagogy, and content and their interactions in the TPACK model. The results revealed that Web 2.0 technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), as core knowledge components, influenced the second-level knowledge bases, namely technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological content knowledge (TCK) positively and directly except for one construct. Conversely, the impacts of TK, PK, and CK on TPACK were not statistically significant, and, as a result, did not work towards developing EFL teachers’ TPACK. Furthermore, TPK, TCK, and PCK were found to serve as contributing factors in the development of TPACK. Finally, the pedagogical and theoretical implications of interrelationships between the constructs and possible interpretations are discussed.

Technological Pedagogical Content Knowledge (TPACK) is a model of CALL competence to integrate technology into education. Cultivating attitudes of EFL teachers in light of online instruction and examining its relationship with TPACK seems to be a crucial aspect of current teaching practices. Thus, this correlational study attempted to explore the relationship between Iraqi EFL teachers' attitudes towards online instruction and TPACK components. Sixty teachers of English as a foreign language from Thi-Qar, selected via availability sampling, took part in the study. They responded to two questionnaires, one with 28 items on TPACK and the other containing 16 items on online teaching English. A series of Pearson correlation tests were conducted to examine the seven research hypotheses about the participants' attitudes towards online instruction and technological pedagogical content knowledge components, including CK, PK, TK, TCK, PCK, TPK, and TPACK. The findings demonstrated a range of low to moderate positive associations between instructors' attitudes towards online instruction and TPACK domains. It was indicated that the teachers with positive attitudes were also positive about their perceived TPACK. The present research increases our understanding of TPACK in relation to online teaching in contexts where EFL is practiced.