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Title: TPACK Level and Professional Development Strategies among Novice and Experienced EFL University Teachers: Insights from Indonesia

 

Vol. 13(3), 2025, pp. 29-49.

DOI: https://doi.org/10.46687/EHYC1349.

 

Author: Berlinda Mandasari

About the author: Berlinda Mandasari is a dedicated lecturer at Universitas Teknokrat Indonesia, Lampung, and a doctoral candidate in the Department of English Language at Universitas Negeri Malang. Her research interests include teacher professional development, English language teacher education, educational psychology, and the integration of technology into English language teaching. She focuses on exploring innovative teaching strategies, the psychological aspects of learning, and the effective use of technology to enhance teacher and student performance in English language education.

E-mail: berlinda@teknokrat.ac.id                 

ORCID: https://orcid.org/0000-0003-3634-9020

Author: Tommy Hastomo

About the author: Tommy Hastomo serves as a lecturer at STKIP PGRI Bandar Lampung, Lampung, and is currently pursuing his doctoral studies in the Department of English at Universitas Negeri Malang. His research interests center on the integration of Information and Communication Technology (ICT) in English Language Teaching (ELT), with a focus on leveraging technology to innovate pedagogical practices, enhance student engagement, and improve learning outcomes in diverse educational contexts.

E-mail: tomhas182@gmail.com           

ORCID: https://orcid.org/0000-0002-3664-3521     

Author: Bambang Yudi Cahyono

About the author: Bambang Yudi Cahyono is a Professor of Applied Linguistics at Universitas Negeri Malang, East Java, Indonesia. He holds an M.A. from Concordia University in Montreal, Canada, and a Ph.D. from the University of Melbourne, Australia. His research interests span second language writing, professional development for English teachers, and the integration of ICT in English Language Teaching (ELT).

E-mail: Bambang.yudi.fs@um.ac.id              

ORCID: https://orcid.org/0000-0001-5210-5208

Author: Yazid Basthomi

About the author: Yazid Basthomi is an applied linguistics professor at Universitas Negeri Malang, Indonesia. He works in the English department of the Faculty of Letters. He worked as a Fulbright scholar at the ELI, University of Michigan-Ann Arbor, conducting research for his doctoral studies. He is the coordinator of TEFLIN's publication section and is interested in digital culture, intercultural education, and genre analysis.

E-mail: ybasthomi@um.ac.id                      

ORCID: https://orcid.org/0000-0003-1343-8370

Author: Utami Widiati

About the author: Utami Widiati is a distinguished professor specializing in English Language Teaching at the English Department, Faculty of Letters, Universitas Negeri Malang, Indonesia. She was awarded her professorship in 2009, focusing on literacy learning. Her research areas encompass foreign language literacy, second language acquisition (SLA), curriculum and material development, and teacher professional development. As a trainer for both pre-service and in-service teachers, she has contributed significantly to English education in Indonesia, including authoring government-endorsed English textbooks for secondary schools. Additionally, she serves as the chief editor of the TEFLIN Journal, further demonstrating her leadership in the field.

E-mail: utami.widiati.fs@um.ac.id                

ORCID: https://orcid.org/0000-0002-8603-4556            

 

Link: http://silc.fhn-shu.com/issues/2025-3/SILC_2025_Vol_13_Issue_3_029-049_21.pdf

 

Citation (APA): Mandasari, B., Hastomo, T., Cahyono, B. Y., Basthomi, Y., & Widiati, U. (2025). TPACK Level and Professional Development Strategies among Novice and Experienced EFL University Teachers: Insights from Indonesia. Studies in Linguistics, Culture, and FLT, 13(3), 29-49. https://doi.org/10.46687/EHYC1349.

 

Abstract: Although the Technological Pedagogical Content Knowledge (TPACK) framework has been widely used to investigate teachers’ integration of technology, few studies have compared novice and experienced EFL university teachers in terms of their TPACK levels and professional development strategies. This study addresses this gap by employing a quantitative and qualitative approach that combined questionnaire and semi-structured interviews data from sixty-four participants, thirty-two novice and thirty-two experienced English as a Foreign Language (EFL) university teachers. Both descriptive and statistical analyses were performed on quantitative data. Thematic analysis was used to examine the qualitative data. The quantitative findings revealed that novice EFL university teachers demonstrated a high level of technological knowledge (TK), content knowledge (CK), and technological content knowledge (TCK) but only a moderate level in pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and TPACK. In contrast, experienced EFL university teachers reported a very high level of CK and PK, high PCK, TCK, TPK, and TPACK, and slightly stronger TK than their novice counterparts, suggesting that professional experience strengthens pedagogical and integrative knowledge. The qualitative findings revealed that both novice and experienced EFL university teachers actively engaged in similar informal, self-directed strategies, including watching instructional videos, utilizing social media, engaging in peer supervision, and engaging in books and articles. However, only experienced EFL university teachers participated in formal professional learning such as international conferences and institutional training, which provided them with broader professional exposure. These findings highlight the need for differentiated professional development, including mentoring and reflective practice for novices, as well as innovation-oriented training for experienced ones.

Keywords: Experienced EFL university teachers, Novice EFL university teachers, Professional development strategies, Technology integration, TPACK

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