During this pandemic, all countries focused on the issue of transforming the education system, media, teaching strategies, and materials, from face-to-face teaching and learning to teach in a Virtual Environment (TVE)-based, including in Indonesia. However, this sudden change of situation made all education systems change in a hurry. The fact that English teachers are more proficient at applying their content and pedagogical knowledge than technological knowledge makes this study aim to determine how willing teachers are to add and apply their TPACK, particularly in TVE at the moment, and also to reveal the effect of willingness to increase TPACK with a willingness to apply TPACK. The respondents in this survey were 43 EFL teachers. The instrument used in collecting data is a questionnaire. Descriptive statistics, normality and homogeneity tests, and independent t-tests were used in the quantitative data analysis. The data shows that most Indonesian EFL teachers are at the median level of readiness to learn and practice TPACK. However, there is no relationship between willingness to understand and willingness to apply TPACK among English teachers. This finding influences the perspective of educators and researchers on how external pressures need to be reduced and teachers in Indonesia to need internal motivation towards technology-based education.

The rapid development of technology and the integration of technology into the education system have made several educational institutions begin to introduce and begin to apply it in their teaching and learning processes, one of which is by applying distance/online/remote learning methods that are considered flexible and convenience. The purpose of this study was to measure the level of self-efficacy that EFL students in higher education have regarding the use of online learning methods in their teaching and learning activities. The data in this study were taken through an online survey technique of 60 higher education EFL students. The instrument used is Self-Efficacy for Online Learning (SeQoL) which contains 20 statements with 3-point Likert-type scale. The findings in this study found that the level EFL learner self-efficacy in online learning was in moderate level (M= 2.22; SD= .59). Based on this result, EFL students need to adapt more to online learning methods so that they are able to master online learning experiences to get high self-efficacy.