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All Journal Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) Jurnal Dimensi Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Minda Baharu Journal of English Language Teaching and Learning (JETLE) Didaktika: Jurnal Kependidikan Jurnal Abdimas ADPI Sosial Dan Humaniora JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan TELL - US JOURNAL Journal of English Language Teaching and English Linguistics
Sulastri Manurung
Universitas Riau Kepulauan
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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From anxiety to confidence: How microteaching lesson study develops TPACK, emotional readiness, and professional identity of pre-service EFL teachers Sulastri Manurung; Sri Setyarini; Susi Septaviana Rakhmawati; Novita Mandasari Hutagaol; Hilda Wiryanti Manurung
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.11129

Abstract

The rising integration of technology in EFL teacher education highlights the need for effective, structured, and reflective training models that support pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) development. However, previous studies have largely emphasized self-reported TPACK with limited evidence from practice-based interventions. This study aims to examine the effects of Microteaching Lesson Study (MLS) training on the development of TPACK among pre-service EFL teachers and explores their reflections on the implementation of the training. Using an explanatory sequential mixed-methods design, the study involved 27 pre-service EFL teachers at a private university in Riau Kepulauan, Indonesia. Quantitative data gained from pre-experimental research with EFL-TPACK surveys were analyzed using a paired-samples t-test, which revealed significant improvements in participants’ TPACK after treatment (t = -17.812, p = <001) with a very large effect size (Cohen’s d = 3.49), indicating a strong positive effect of the training. Qualitative narratives were analyzed thematically, revealing how collaborative learning, pedagogical refinement, technological integration, emotional development, and professional learning experiences shaped their development during the MLS-TPACK training. The study offers pedagogical implications for designing technology-enhanced teacher preparation programs, highlighting the value of combining MLS with the TPACK framework in EFL contexts.
Co-Authors Adam Adam Adam Adam Albert Efendi Pohan Aprilia, Rebecha Ardhi, Mega Aulia Ariyanti, Anita Aulia Putri Aulia Putri Desi Surlitasari Dewi Dewi Yana Dewi Yana Dewi Yana, Dewi Ervin Nora Susanti, Ervin Nora Ghaisani, Fadhilah Hilda Wiryanti Manurung Isnaini Eddy Saputro Jenni Happy Manalu Joy Early Wahyuni Simarmata Juni Erissa Marpaung Junierissa Marpaung Junierissa Marpaung, Junierissa Juwita Boneka Sinaga Khurnia, Putri Kristina, Geofani Mega Aulia Ardhi Monika, Tiara Nailul Himmi Hasibuan, Nailul Himmi Natalia Manuhutu Nikyta Olivia Edini Putri Novelita, Naomi Mars Novita Mandasari Hutagaol Novita Mandasari Hutagaol Nursyahida Suci Ramadhani Panjaitan, Angels Dermika Pratiwi, Septiani Indah Putri Salsyabillah.M Raya, Valentina Letek Romios, Laser Safnidar Siahaan, Safnidar Sari Rishita Siallagan Sembiring, Elisma Sirait, Sindy Deswita Natalia Situmorang, Citra Betha Sri Setyarini Susi Septaviana Rakhmawati W, Widhiyanto Wahyuni, Sri Wanda Novita Sari Yesi Gusmania Yudani, Nadia Putri Yuli Angraini, Yuli Yuri, Melani Putri Zahara, Nasyiva