A Critical Investigation of Technological Pedagogical Content Knowledge (TPACK) of EFL Teachers

Authors

DOI:

https://doi.org/10.56741/jetia.v1i02.1166


Keywords:

Critical Investigation, Educational Studies, EFL Teachers, TPACK

Abstract

This qualitative study aims to assess the experiences of EFL teachers teaching online regarding TPACK. Four EFL teachers from various school levels were interviewed, observed, and had documents retrieved. The data analysis revealed that EFL teachers from secondary schools were competent in TK, CK, and PK but struggled in TPK, TCK, and TPACK. Despite being competent in TK, they struggled to integrate technology into learning instruction. However, Tertiary EFL teachers were competent in integrating technology into content and learning strategies, which distinguished them from EFL teachers at the secondary school level. The framework for Secondary EFL teachers showed no proportionality between the three core components of TPACK, particularly TK toward PK and CK. In comparison, the framework for tertiary EFL teachers demonstrated that technological, pedagogical, and content knowledge components shared a comparable mastery of competencies.

Author Biographies

Balqis Husain, Indonesia University of Education

is  a lecturer at Universitas Pasifik Morotai, Indonesia, and a doctoral student in the English Language Education program at Universitas Pendidikan Indonesia. With a strong background in language teaching and educational research, she is dedicated to exploring innovative approaches to English language instruction, particularly in the integration of technology in education. Her research focuses on the application of digital tools in language learning, examining both their potential benefits and the challenges educators face in implementing technology effectively. (email: balqishusain.bh@gmail.com).

Fazri Nur Yusuf, Indonesia University of Education

is an expert in English as a Foreign Language (EFL)  at Universitas Pendidikan Indonesia with a strong academic background and teaching experience in EFL teaching methodology, reading, writing, and lesson planning. He earned his Bachelor's degree from IKIP Bandung, completed his Master's degree at Universitas Pendidikan Indonesia, and received his Doctoral degree from Universitas Negeri Malang. Dr. Yusuf is actively engaged in research and academic development in the field of English language education, particularly focusing on improving pedagogical strategies and literacy skills for EFL learners. His work reflects a commitment to advancing language teaching practices in diverse educational contexts. (email: fazrinuryusuf@upi.edu).

Didi Sukyadi, Indonesia University of Education

is a distinguished professor and researcher with expertise in Applied Linguistics and Semiotics at Universitas Pendidikan Indonesia and the Rector for the 2025–2030 term. He obtained his Bachelor's degree from IKIP Bandung, pursued his Master's degree at the University of London, and earned his Doctoral degree from Universitas Indonesia. With a deep commitment to advancing language education and linguistic research, Prof. Sukyadi has contributed significantly to the development of language theory and its applications in education and communication. His academic work encompasses critical inquiries into the structure and meaning of language, fostering interdisciplinary insights in linguistics, education, and semiotics. (email:  dsukyadi@upi.edu).

 

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Published

2025-06-28

How to Cite

Husain, B., Yusuf, F. N., & Sukyadi, D. (2025). A Critical Investigation of Technological Pedagogical Content Knowledge (TPACK) of EFL Teachers. Journal of Educational Technology Innovation and Applications, 1(02), 35–48. https://doi.org/10.56741/jetia.v1i02.1166

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Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications

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Copyright (c) 2025 Balqis Husain, Fazri Nur Yusuf , Didi Sukyadi

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