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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) Journal of Innovation in Educational and Cultural Research 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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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.
Enhancing English Language Learning through ICT Integration: Innovations, Challenges, and Pedagogical Implications Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

ICT in English Language Teaching (ELT) has revolutionized language learning by allowing the students to become more active, interact frequently and assume more responsibility in their learning process. This study investigates the research question: How do EFL teachers demonstrate and integrate Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) in ICT-supported English language instruction? Focusing on EFL instructors at a public university, the study employed a quantitative research design supported by a survey instrument that measured teachers’ self-reported TPK and PCK levels. Supplementary data were gathered through lesson plan evaluations and structured classroom observations to triangulate findings. Descriptive statistical analysis has been conducted and provided in the form of mean scores and standard deviations in order to outline the centralities and ranges in the knowledge domains of teachers. Preliminary results show that teachers have reported to be above average when voicing their Pedagogical Content Knowledge (PCK) (M = 4.1, SD = 0.6), although their Technological Pedagogical Knowledge (TPK) (M = 3.4, SD = 0.9) scores have displayed more variance than the latter, which may show the necessity to provide more support to integrate the use of technology. There was a greater chance that a teacher having higher TPK would employ interactive and student-based ICT activities. In contrast, those with lower TPK relied more on traditional, lecture-based methods despite having access to digital tools. In order to promote balanced teacher professional knowledge (TPK) and pedagogical content knowledge (PCK) in EFL instructors, the results support the significance of focusing on professional development. This presentation provides evidence-based recommendations for teacher educators and policymakers to support the effective integration of ICT in tertiary-level English Language Teaching (ELT) settings.
Exploring the Way Culture Shapes the Enactment of TPACK in Indonesian EFL Classrooms Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
Journal of Innovation in Educational and Cultural Research Vol 7, No 2 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i2.2581

Abstract

In the rapidly evolving landscape of digital education, understanding how cultural values influence technology integration is essential. This study investigates how Indonesian EFL lecturers make pedagogical decisions and enact the Technological Pedagogical Content Knowledge (TPACK) framework in culturally grounded ways. Drawing on both quantitative and qualitative data, the research involved a questionnaire distributed to 59 lecturers and in-depth interviews with 13 participants from various regions and institutions in Indonesia. The findings reveal that lecturers’ selection of digital tools and instructional strategies are mediated by beliefs about teacher authority, student respect, classroom order, and cultural appropriateness. While some lecturers, particularly older ones, favored structured, teacher-led digital practices, younger lecturers were more open to integrating interactive tools, though still within cultural boundaries. Rather than adopting global pedagogical models wholesale, participants actively adapted them to fit local expectations. The study concludes that TPACK is not a culturally neutral framework but is redefined by educators in context. This research contributes to the growing body of knowledge on culturally responsive digital pedagogy and highlights the importance of integrating sociocultural awareness into teacher-training and technology-adoption frameworks.
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