Investigating English Language Teachers’ TPACK Competencies on the Students’ Writing Skill
DOI:
https://doi.org/10.70152/matcha.v1i1.136Keywords:
TPACK, English Language Teachers, Writing SkillArticle Metrics
Abstract
This study aims to explore English teachers' implementation of Technological Pedagogical Content Knowledge (TPACK) competencies to enhance students' writing skills. The methods used include qualitative observations and interviews, focusing on the use of technology in writing instruction, variations in TPACK implementation, impact on student engagement, and teachers' perceptions of their TPACK competencies. The findings of this study are expected to provide valuable insights for effective pedagogical practices and professional development for teachers.
References
Fathia Baresh, E. (2022). Developing Libyan undergraduates' writing skills through reflective journaling: A critical literature review. Journal of English Language Teaching and Learning (JELTL), 3(1). http://jim.teknokrat.ac.id/index.php/english-language-teaching/index
Indah Mutiarasari, M., & Kristina, D. (n.d.). Indonesian learners' perception on the usage of mobile applications in writing skill.
Joseph, V., Khan, N., Ahmed, S. T., & Malik, M. (n.d.). Multicultural education language learning through contemporary technologies: A case of TPACK teaching model. https://doi.org/10.5281/zenodo.5972848
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). http://www.tpck.org/
Noor, M., Alfin, N., & Pratama, H. (2023). Effectiveness of TPACK-based productive skills teaching materials to improve critical thinking ability. Social Sciences and Humanities, 2(1), 44–50. https://doi.org/10.53797/icccmjssh.v2i1.3.2023
Sari, A. M., & Putri, R. A. (2023). An analysis of English writing errors in EFL learners' recount text. NextGen Education Review Journal, 1(1).
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14.
https://doi.org/10.3389/fpsyg.2023.1260843
Taopan, L. L. (2020). TPACK framework: Challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1). https://doi.org/10.33603/rill.v3i1.2763
Thi, N., Trang, H., Thi, T., & Oanh, T. (2021). Writing skills. International Journal of TESOL & Education, 1(3), 301–312. https://doi.org/10.11250/ijte.01.03.017
Yapıcı, E., & Mirici, İ. H. (n.d.). An investigation of TPACK-practical for teaching English as a foreign language. Kafkas Journal of Educational Research, 10, 532–554. https://doi.org/10.30900/kafkasegt
Zappa-Hollman, S., & Duff, P. A. (2019). Qualitative approaches to classroom research on English-medium instruction (pp. 1–24). https://doi.org/10.1007/978-3-319- 58542-0_51-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rahma Ayuditya Putri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright for this article is held by the authors under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). The article may be used, shared, and adapted for any purpose with proper attribution and distribution under the same license. Full license details: https://creativecommons.org/licenses/by-sa/4.0/
