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All Journal Publikasi Pendidikan EXPOSURE JOURNAL Journal on English as a Foreign Language (JEFL) English Community Journal English Language in Focus (ELIF) ENGLISH FRANCA : Academic Journal of English Language and Education Holistics Journal Jurnal Pemberdayaan Masyarakat UNNES International Conference on ELTLT
Arriyani, Nurfisi
Universitas Tamansiswa Palembang
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Journal on English as a Foreign Language (JEFL)

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Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10078

Abstract

In response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia.
Co-Authors Dewi Sartika Eva Susanti Haris Kurniawan Hartono, Rudi Hendi Pratama Hussain, Turab Ira Mutiaraningrum Oktaviani oktaviani Putra Pratama Safnidar Siahaan, Safnidar Saputro, Isnaini Eddy Sri Lestari Sri Wuli Fitriati Tiara Nove Ria Videla Sari