An Investigation of English as a Foreign Language (EFL) Pre-Service Teachers' Technological Pedagogical and Content Knowledge (TPACK)

reeve, james. m; hamzah puadi ilyas, ph.d; herri mulyono, ph.d;

The use of technology in instruction is highly emphasized in the contemporary
education of English as a Foreign Language (EFL) teachers. However, to use
technology properly, there must be a framework which can guide the teacher or
pre-service teacher in using it. Many frameworks have been introduced by some
experts and practitioners, and one of them and the most well-known one among
researchers is Technological, Pedagogical and Content Knowledge (TPACK).
This study reports an assessment of EFL pre-service teachers’ perception and
level of TPACK and its application in the class. By distributing a TPACK-EFL
survey to 80 pre-service teachers who are majoring in English education, the
writer later scored and ranked them, the six pre-service teachers who got the
highest result were interviewed and observed. This study employed mixed-method
which combines quantitative and qualitative method. The quantitative data were
gathered by using the survey while the qualitative data were collected by doing
interview and observation. The writer used SPSS in checking the data from the
survey. Results from the study confirmed that TPACK level was influenced by
gender while teaching courses and Grade Point Academic (GPA) did not
contribute significantly on it. The observation data reveals that pre-service
teachers had acquired technology integration skills but demonstrated relatively
low competencies in blending the components of TPACK.