The Predictive Power of Iranian EFL Learners’ Technological Pedagogical Content Knowledge and Technostress for Their Narrative Writing Performance

Abstract This study examined the predictive power of two important EFL learners' modern world skills of technological pedagogical content knowledge (TPACK) and technostress on their narrative writing performance. A total of ۱۰۴ Persian-speaking EFL learners, who had enrolled at a private language institute, were non-randomly selected through the convenience sampling method. The OPT, as the placement test, was employed together with Tseng’s (۲۰۱۴) TPACK questionnaire and Wang’s (۲۰۲۰) Technostress questionnaire. Then, participants' narrative writing was co-rated by the researcher and her colleague following the Smarter Balanced narrative writing rubric. The Pearson correlational analysis reported no significant relationship between EFL learners’ TPACK and narrative writing, and between their technostress and narrative writing performance. Moreover, the outcomes of the regression analysis statistically supported that while TPACK could serve as a good predictor of successful narrative writing performance, technostress failed to do so. The findings have implications for L۲ teachers to elevate the digital literacy in their students as much as possible.