Unravelling Teachers’ Beliefs about TPACK in Teaching Writing during the Covid-19 Pandemic

Aniq, Lailatun Nurul; Drajati, Nur Arifah; Fauziati, Endang

doi:10.35445/alishlah.v13i1.423

Cited by 2 publications

(3 citation statements)

References 14 publications

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“…As mentioned by Al-Wasy (2020) in his meta-analysis, most studies focused on experimentation with technology. Other studies included a guiding framework to integrate technology in writing classes (Ammade et al, 2020;Aniq et al, 2021;Ching et al, 2016;Tai et al, 2015). However, these research studies tend to focus on Technological Pedagogical Content Knowledge (TPACK) rather than on how teachers might engage students in active and interactive learning through technology in writing classes.…”

Section: Introductionmentioning

confidence: 99%

“…However, these research studies tend to focus on Technological Pedagogical Content Knowledge (TPACK) rather than on how teachers might engage students in active and interactive learning through technology in writing classes. Besides, teachers' perception or belief in the affordances of technology is still rather unstructured (Aniq et al, 2021;Regan et al, 2019). Therefore, further studies are needed to derive lessons learned from pieces of evidence to establish a clear framework for teachers in selecting technology for learning (Li & Storch, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Efl Teachers’ Voice on Their Preferred Strategies in Teaching Efl Writing During the Pandemic: Investigating the Role of Technology

CAHYONO,

ISTIQOMAH,

FITRIYAH

et al. 2023

TOJDE

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This study endeavored to gain insights into English as a Foreign Language (EFL) preferred strategies in teaching EFL writing during the pandemic, particularly dealing with technology use. Six writing teachers from various universities in East Java, Indonesia, participated in this study. They were asked to respond to interview questions that were based on Lee’s (2017) five categories of technology use in a writing class and Chi’s (2009) Interactive-Constructive-Active-Passive (ICAP) taxonomy levels. Thematic analysis of the interview data revealed that five teachers managed to use technological tools in all five categories of technology usage, with the self- and peer-evaluation categories being the most frequently used. They were also able to conduct activities in all of the ICAP taxonomy levels, although some technical issues and students’ factors hindered the students from being fully engaged in the lessons. Lastly, the experience of integrating technology in the online writing class during the pandemic resulted in a moderately optimistic view by the teachers on technological integration in future onsite classes. It is recommended that the government and educational institutions provide support in terms of infrastructure, facilities, and professional development training in technology usage for teachers, especially for those who teach in remote regions.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Efl Teachers’ Voice on Their Preferred Strategies in Teaching Efl Writing During the Pandemic: Investigating the Role of Technology

CAHYONO,

ISTIQOMAH,

FITRIYAH

et al. 2023

TOJDE

View full text Add to dashboard Cite

show abstract

“…Drajati et al ( 2021) stated EFL teachers had covered factual reality inside their content and proper technology for assisting. In recent years, Aniq et al (2021) clarified the level of EFL teachers' TPACK framework for teaching writing during the pre-COVID-19 pandemic was modest.…”

Section: Introductionmentioning

confidence: 99%

Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing

Aniq

Drajati

Fauziati

2022

Indonesian J. Appl. Linguist.

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Little is recognized regarding teachers’ beliefs about teaching with the appropriate framework integrating technology into language instruction, particularly during the COVID-19 outbreak. TPACK is a framework for apprehending knowledge domains required by EFL teachers nowadays. The preliminary study indicated that among the four English skills taught to middle school students, teaching writing was the most challenging. Therefore, it is essential to understand more about teachers’ beliefs regarding the practice of the TPACK framework in teaching writing. For that reason, This study aimed to (1) explore teachers' beliefs about the TPACK framework and (2) analyze classroom practices in teaching writing. This case study examined three teachers from different senior high schools in Indonesia of their beliefs about teaching writing with the TPACK framework and their classroom practices. A semi-structured interview was administered to explore their beliefs, while classroom observations focused on their classroom practices. The results demonstrated similarities and differences among teachers’ beliefs about learning objectives, teacher’s role, and assessment, while in classroom procedure and instructional material, teachers shared identical beliefs. Indeed, there was a majority of consistency between teachers’ beliefs and classroom practices of teaching writing with the TPACK framework. Despite its paramount consistency between teachers’ beliefs and classroom practices, the presence of the government to educate teachers is urgently needed, which can be in the form of virtual TPACK training. Then, this study may provide references for teaching writing with the TPACK framework that can adequately be applied during the COVID-19 outbreak and new normal.

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Unravelling Teachers’ Beliefs about TPACK in Teaching Writing during the Covid-19 Pandemic

Cited by 2 publications

References 14 publications

Efl Teachers’ Voice on Their Preferred Strategies in Teaching Efl Writing During the Pandemic: Investigating the Role of Technology

Efl Teachers’ Voice on Their Preferred Strategies in Teaching Efl Writing During the Pandemic: Investigating the Role of Technology

Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing

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