Blurb:

This chapter reports on findings of a mixed-methods study (n = 309) investigating changes in college-level world language educators’ technology, pedagogy, and content knowledge (TPACK) (Mishra & Koehler, 2006) and attitudes toward online language teaching after more than one year of remote language teaching. The focus was on whether and how world language educators' remote teaching experience and online teaching-related training they received since the pandemic outbreak affected the changes. The participants’ self-reported technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK increased statistically significantly since the pandemic outbreak. Regardless of the participants’ training status, their TPACK increased significantly. However, only those who received training increased their TCK and TPK from pre-pandemic times to Fall, 2021. Compared to the pre-pandemic times, the participants also experienced more significant changes in terms of their acceptance of technology integration in face-to-face (F2F) teaching, as opposed to acceptance of adopting 100% online teaching and of hybrid teaching. In addition, training only significantly shaped the participants’ attitudinal changes toward adopting hybrid language teaching. This shows prolonged remote teaching experience and training provided to world language educators during the pandemic played different roles in shaping their knowledge of and attitudes toward online language teaching. Based on the findings, practical suggestions are offered as to how to provide world language educators more effective and sustainable training in online language teaching and a supportive environment for online teaching.