ENGLISH AS A FOREIGN LANGUAGE TEACHERS‘ (EFL) USE OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK): STUDENTS‘ PERCEPTION

Abstract

This study aimed to explore EFL students' perspectives on using Technological Pedagogical Content Knowledge (TPACK) in the classroom conducted by their teachers. This qualitative study investigated 53 students of secondary school in Indonesia. The students answered the questionnaires through Googleform to obtain information about the integration of technological pedagogical content knowledge in teaching English. The study found that students perceived their teachers to be effective in integrating technology into their teaching. The mean scores for items related to technological pedagogical knowledge (TPK) and technological content knowledge (TCK) were also above 4, it means that students generally agreed that their teachers were able to effectively use technology to support their teaching of English language content. It indicates that students are learning effectively from their teachers' use of technology, which can help to improve student learning outcomes. This study can benefit teachers by improving their awareness and enhancing their competence in integrating technology into teaching English. However, these results are based on the perceptions of a specific group of students, so they may not be applied to other contexts or populations. Therefore, it is useful to conduct further research to validate these findings and to explore other factors that may influence students' perceptions of their teacher's TPACK.