TPACK Competence and Technology Use Among in-Service EFL Teachers

Authors

  • Semi Sukarni Purworejo Muhammadiyah University, Indonesia http://orcid.org/0000-0002-4972-4398
  • Zulia Chasanah Purworejo Muhammadiyah University, Indonesia
  • Edi Sunjayanto Maskuri Novosibirsk State Pedagogical University, Russian Federation
  • Puji Laksono Universitas Sain Al Qur’an, Indonesia
  • Nurain Jantan Anua Jah Universiti Teknologi Mara (UiTM) Malaysia, Malaysia

DOI:

https://doi.org/10.33394/jollt.v13i2.13833

Keywords:

Technology in teaching, In-service English teachers, Profesional teachers, Perception, TPACK

Abstract

In the context of teacher professionalism, the ability to effectively integrate technology into teaching practices is now part of the basic competencies that must be possessed. One of the conceptual frameworks that are widely used to measure and assess this competency is Technological Pedagogical and Content Knowledge (TPACK). Therefore, this study aims to (1) describe how in-service English teachers integrate technology into their EFL teaching, and (2) explain the perceptions of these teachers regarding their TPACK competency. The research is a mixed-method study that combines quantitative and qualitative data collection using observation and questionnaires. Thirty teachers consisting 11 male and 19 female involved in this study.  The quantitative data were analyzed using descriptive analyses, while the qualitative data were analyzed using thematic analysis by presenting themes and codes.  The finding of the study shows that in-service English teachers have "good" competence of TPACK as shown in the mean of the questionnaire result is 3.94 which belongs to the good category. Among 7 TPACK categories, TPK is the highest with the mean 4.14, on the other hand, PCK is the lowest with a mean 2.94. There are 16 types of ICT integrated in their lesson. PPT, blog, Pinterest, and YouTube are mostly used their English lesson with 100% on the other hand, Link Tree and Elsa Speak is the lowest used. Overall, these findings underscore the importance of further training that focuses not only on the use of technology, but also on how it can be effectively linked to content and pedagogical approaches in the context of English language learning.

Author Biographies

Semi Sukarni, Purworejo Muhammadiyah University

English Language Education, Teacher Training and Education Faculty, Purworejo Muhammadiyah University, Indonesia

Zulia Chasanah, Purworejo Muhammadiyah University

English Language Education, Teacher Training and Education Faculty, Purworejo Muhammadiyah University, Indonesia

Edi Sunjayanto Maskuri, Novosibirsk State Pedagogical University

Methodology and technology of Professional Education, faculty of International Language, Novosibirsk State Pedagogical University, Rusia

Puji Laksono, Universitas Sain Al Qur’an

English Language Education, Faculty of Languages and Arts Universitas Sain Al Qur’an, Indonesia

Nurain Jantan Anua Jah, Universiti Teknologi Mara (UiTM) Malaysia

Academy of Language Studies, Universiti Teknologi Mara (UiTM), Malaysia

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Published

2025-04-19

How to Cite

Sukarni, S., Chasanah, Z., Maskuri, E. S., Laksono, P., & Anua Jah, N. J. (2025). TPACK Competence and Technology Use Among in-Service EFL Teachers. Journal of Languages and Language Teaching, 13(2), 1027–1037. https://doi.org/10.33394/jollt.v13i2.13833

Issue

Vol. 13 No. 2 (2025)

Section

Articles

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