<![CDATA[This study investigates the requirements of seventh-grade students and English teachers in Bangka Belitung for a TPACK-based Learning Activity Types (LATs) website to enhance English language acquisition. The research utilised a concurrent triangulation mixed-methods approach to reconcile student learning preferences with available instructional materials. Data were gathered from 99 seventh-grade students using a needs analysis questionnaire and from four English teachers through semi-structured interviews at SMP Negeri 5 Pangkalpinang. Quantitative data demonstrate that whereas students exhibit robust basic communication abilities (93% accuracy in welcomes), substantial deficiencies are seen in morphosyntax and tense construction (55% accuracy). Students demonstrated a strong inclination for interactive, audiovisual learning (92%) on subjects including Family (85%) and Environment (82%). Qualitative findings from teacher interviews indicate a "Infrastructure Paradox": although there is complete computer access in schools, bureaucratic obstacles and insufficient teacher confidence hinder successful utilisation. Educators recognised an urgent requirement for a "ready-to-use," offline-capable toolbox to address these logistical challenges and conform to the Kurikulum Merdeka. The triangulated findings highlight the urgent need for a contextually relevant, mobile-responsive digital platform designed according to TPACK principles to enhance student engagement and assist instructors in addressing particular pedagogical and infrastructural challenges.]]>
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