Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Authors

  • Sukarno Universitas Negeri Yogyakarta
  • Maria Vineki Riyadini Universitas Negeri Yogyakarta
  • Yasir Alsamiri Islamic University of Madinah

DOI:

https://doi.org/10.24903/sj.v9i1.1580

Keywords:

English Language Teaching, EFL Teacher, TPACK, Navigating , Digital Shift

Abstract

Background:

Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies.

Methodology:

This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators.

Findings:
The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments.

Conclusion:
This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology.

Originality:

The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

References

Abubakir, H., & Alshaboul, Y. (2023). Unravelling EFL teachers’ mastery of TPACK: Technological pedagogical and content knowledge in writing classes. Heliyon, 9(6), e17348. https://doi.org/10.1016/j.heliyon.2023.e17348

Alhamid, I. S. G., & Mohammad-Salehi, B. (2024). Examining EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) and their Attitudes towards Online Teaching. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 715–733. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184871587&partnerID=40&md5=94c60a3a431be5c9dcb68ee21f9b1055

Ali, A., & Waer, H. (2023). Integrating TPACK in Pre-Service Teachers’ EFL Course: Impacts on Perception, Knowledge, and Practices. Australian Journal of Teacher Education, 48(3). https://doi.org/10.14221/1835-517X.6089

Ali, M. Q. (2016). ICT Use for Effective Teaching-Learning Process in Secondary Schools in Punjab Province. 4(October), 138–143.

Asaolu, O. S., & Fashanu, T. (2012). Adoption of ICT and its comparative Impact on Private and public high schools in Lagos State, Nigeria. Int. J Sci. Emerging Tech, 3(1), 1–6.

Azmi, N. (2017). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges. Journal of Educational and Social Research, 7(1), 111–118. https://doi.org/10.5901/jesr.2017.v7n1p111

Basori, B., Arifani, Y., Sahiruddin, S., Muhammad, R. N., & Oktaviani, D. K. (2023). Exploring EFL Teachers’ Development of TPACK in A Lesson Study : A Case Study. The Journal of AsiaTEFL, 20(3), 739–747. https://doi.org/10.18823/asiatefl.2023.20.3.18.739

Bloemert, J., Paran, A., Jansen, E., & van de Grift, W. (2019). Students’ perspective on the benefits of EFL literature education. Language Learning Journal, 47(3), 371–384. https://doi.org/10.1080/09571736.2017.1298149

Bryfonski, L. (2021). From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research. https://doi.org/10.1177/13621688211026570

Budianto, L., Arifani, Y., Wardhono, A., & Poedjiastutie, D. (2023). The TPACK level of in-service EFL teacher online professional training: The perspectives of teachers, students, and trainers. Journal of Digital Learning in Teacher Education, 39(2), 87–101. https://doi.org/10.1080/21532974.2023.2167024

Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (2001). Communicative Competence: A Pedagogical Motivated Model with Content Specifications. Issues in Applied Linguistics, 6(2), 5–35.

Celce-Murcia, M., Dörnyei, Zoltán., Thurrell, Sarah., & Dornyei, Zoltan. (1997). Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching? TESOL Quarterly, 31(1), 141. https://doi.org/10.2307/3587979

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology and Society, 16(2), 31–51.

Cheng, S. L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98–113. https://doi.org/10.1016/j.tate.2018.04.014

Cheng, S.-L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98–113. https://doi.org/10.1016/j.tate.2018.04.014

Crookes, G. V., & Ziegler, N. (2021). Critical language pedagogy and task-based language teaching: Reciprocal relationship and mutual benefit. Education Sciences, 11(6). https://doi.org/10.3390/educsci11060254

Dalal, M., Archambault, L., & Shelton, C. (2017). Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making. Journal of Research on Technology in Education, 49(3–4), 117–133. https://doi.org/10.1080/15391523.2017.1314780

Daramola, F. O. (2022). Command Secondary School Teachers’ Attitude Towards Information and Communication Technology Facilities for Instruction Indonesian Journal of Multidisciplinary Research. Indonesian Journal of Multidisciplinary Research, 2(2), 389–400.

DuBois, L. Z., & Shattuck-Heidorn, H. (2021). Challenging the binary: Gender/sex and the bio-logics of normalcy. American Journal of Human Biology, 33(5). https://doi.org/10.1002/ajhb.23623

Ekrem, S., & Recep, C. (2014a). Examining Preservice EFL Teachers’ TPACK Competencies in Turkey Solak Ekrem, Amasya University , Amasya, Turkey Çakır Recep, Amasya University, Amasya, Turkey. Journal of Educators Online, 11(2), 1–22.

Ekrem, S., & Recep, C. (2014b). Examining Preservice EFT Teachers’ TPACK Competencies in Turkey. The Journal of Educators Online, 11(2). https://doi.org/10.9743/JEO.2014.2.2

Eslit, E. R. (2023). Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education. International Journal of Education and Teaching, 3(1), 16–27. https://doi.org/10.51483/ijedt.3.1.2023.16-27

Genç, G., & Dülger, R. (2024). Examining the Technological Pedagogical Content Knowledge (TPACK) of Turkish Preservice English as a Foreign Language Teachers. International Journal of Educational Reform. https://doi.org/10.1177/10567879241228258

Ghavifekr, S., Kunjappan, T., Ramasamy, L., Anthony, A., & My, E. (2006). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers’ Perceptions. 4(2), 38–57.

Gilbert, M., Ismail, A., & Manyilizu, M. (2015). The use of ICT among Teachers of Science and Non-science Subjects in Private and Public Secondary Schools in Tanzania: A case of Dodoma Municipality. International Journal of Computer Applications, 132(14), 36–40. https://doi.org/10.5120/ijca2015907610

Goswami, A., & Dutta, S. (2015). Gender differences in technology usage: A literature review. Open Journal of Business and Management, 4(1), 51–59.

Gumisirizah, N., Nzabahimana, J., & Muwonge, C. M. (2023). Supplementing problem-based learning approach with video resources on students’ academic achievement in physics: A comparative study between Government and Private schools. Educ Inf Technol.

Hendajany, N. (2016). The Effectiveness of Public vs Private Schools in Indonesia. Journal of Indonesian Applied Economics, 6(1), 66–89.

Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences and Humanities Open, 9(August 2023), 100781. https://doi.org/10.1016/j.ssaho.2023.100781

Istamia, P. Y. (2019). Improving Students’Character in English Learning Language Through Rumah Belajar Portal. International Seminar and Annual Meeting BKS …, 567–572.

Khezrlou, S. (2023). The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions? Language Awareness, 1–34.

Kiran, A. (2023). English Language Assessment : Innovations , Validity , and Reliability. 1(2), 1–8.

Kishan, S. (2021). A Comparative Study in Public and Private Education Sector. SSRN Electronic Journal, 6(7), 439–443. https://doi.org/10.2139/ssrn.3899066

Kite, M. E., Whitley Jr, B. E., & Wagner, L. S. (2022). Psychology of prejudice and discrimination. Taylor & Francis.

Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712

Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325–336. https://doi.org/10.1007/s10956-012-9396-6

Lin, T.-C., Tsai, C.-C., Chai, C. S., & Lee, M.-H. (2013). Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325–336. https://doi.org/10.1007/s10956-012-9396-6

Lindqvist, Anna., Sendén, Marie. Gustafsson., & Renström, Emma. A. (2021). What is gender, anyway: a review of the options for operationalising gender. Psychology and Sexuality, 12(4), 332–344. https://doi.org/10.1080/19419899.2020.1729844

Lindqvist, M. H., & Pettersson, F. (2019). Digitalization and school leadership: on the complexity of leading for digitalization in school. International Journal of Information and Learning Technology, 36(3), 218–230. https://doi.org/10.1108/IJILT-11-2018-0126

Lye, L. T. (2013). Opportunities and Challenges Faced by Private Higher Education Institution Using the TPACK Model in Malaysia. Procedia - Social and Behavioral Sciences, 91, 294–305. https://doi.org/10.1016/j.sbspro.2013.08.426

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. SAGE.

Mishra, P., & Koehler, M. J. (2006a). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Mishra, P., & Koehler, M. J. (2006b). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/https://doi.org/10.1111/j.1467-9620.2006.00684.x

Mishra, P., & Mehta, R. (2017). What we educators get wrong about 21st-century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6–19. https://doi.org/10.1080/21532974.2016.1242392

Mu’alimah, S. R., Zuhriyah, M., & Agustina, R. K. (2020). Investigating the implementation of Character Education in an Indonesian EFL Classroom. Edulangue, 3(2), 185–204. https://doi.org/10.20414/edulangue.v3i2.2430

Pemerintah Republik Indonesia. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No 36 Tahun 2014 Tentang Pedoman Pendirian, Pengubahan, dan Penutupan Satuan Pendidikan Dasar dan Menengah. Kemendikbud, 607, 1–11.

Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (2018). The Palgrave Handbook of Applied Linguistics Research Methodology. In The Palgrave Handbook of Applied Linguistics Research Methodology. https://doi.org/10.1057/978-1-137-59900-1

Purwati, O. (2022). In-service EFL teachers’ sociocultural-based TPACK beliefs and practices: Voice of teachers and students. Computer Assisted Language Learning, 23(1), 278–293.

Richards, J. C., & Rodgers, S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.

Saputra, W., & Margana, M. (2023). An Investigation Of Tpack Within Ict Integration: The Case Of Non-Certified English Teachers In Kolaka. LLT Journal: A Journal on Language and Language Teaching, 26(2), 519–532. https://doi.org/10.24071/llt.v26i2.5999

Sarıçoban, A., Tosuncuoğlu, I., & Kırmizi, Ö. (2019). A technological pedagogical content knowledge (TPACK) assessment of preservice EFL teachers learning to teach English as a foreign language. Journal of Language and Linguistic Studies, 15(3), 1122–1138. https://doi.org/10.17263/jlls.631552

Scheper, E. (2013). Comparing Public and Private Schools. 72.

Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Computers in Human Behavior, 118(December 2020), 106675. https://doi.org/10.1016/j.chb.2020.106675

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Sondakh, J. J. S., Warastuti, W., Susatia, B., Wildan, M., Sunindya, B. R., Budiyanto, M. A. K., & Fauzi, A. (2022). Indonesia medical students’ knowledge, attitudes, and practices toward COVID-19. Heliyon, 8(1), e08686. https://doi.org/10.1016/j.heliyon.2021.e08686

Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(6), e16361. https://doi.org/10.1016/j.heliyon.2023.e16361

Taopan, L. L. (2020). Tpack Framework: Challenges and Opportunities in Efl Classrooms. Research and Innovation in Language Learning, 3(1), 1–22. https://doi.org/10.33603/rill.v3i1.2763

Tondeur, J., Van de Velde, S., Vermeersch, H., & Van Houtte, M. (2016). Gender differences in the ICT profile of university students: A quantitative analysis. Journal of Diversity and Gender Studies, 3(1), 57–77.

Voithofer, R., Nelson, M. J., Han, G., & Caines, A. (2019). Factors that influence TPACK adoption by teacher educators in the US. Educational Technology Research and Development, 67(6), 1427–1453. https://doi.org/10.1007/s11423-019-09652-9

Wang, A. Y. (2022). Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning. Education and Information Technologies, 27(7), 9935–9952. https://doi.org/10.1007/s10639-022-11033-4

Wiseman, A. W., Al-bakr, F., Davidson, P. M., & Bruce, E. (2018). Using technology to break gender barriers: gender differences in teachers’ information and communication technology use in Saudi Arabian classrooms. Compare, 48(2), 224–243. https://doi.org/10.1080/03057925.2017.1301200

Wood, J. T., & Fixmer-Oraiz, N. (2019). Gendered lives: Communication, gender, and culture. Cengage.

Zia, A., Naz, I., & Qureshi, U. (2017). Role of Information and Communication Technologies in Knowledge Gap: A Comparative Study of Public and Private Schools in Lahore, Pakistan. Journal of Research & Reflections in Education (JRRE), 11(2), 124–140.

Illustration generate by AI

Downloads

Published

2024-04-28

Issue

Vol. 9 No. 1 (2024): April

Section

Articles

License

Copyright (c) 2024 Sukarno, Maria Vineki Riyadini, Yasir Alsamiri

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.