TPACK Praxis in EFL Reading Classroom: A Case of Technology-infused Teaching from Indonesia




Praxis, reading, technology integration, TPACK


Praxis (ethical, self-aware, responsive and accountable action) is necessary because English teaching is ethical professions that demand teachers to constantly make morally complex decisions in their outside-of-class preparation and in-class interactions. This case study investigates how teachers determined the praxis of the TPACK framework in EFL reading instruction. Three exemplary English teachers from three different high schools in Indonesia were recruited as participants in this study. Classroom observation, in-depth interviews and artifact analysis were employed to gather the data on teachers' TPACK praxis and their underlying considerations. The results reveal that the TPACK framework was implemented effectively in reading class as teachers demonstrated their technological, pedagogical and content knowledge. Teachers successfully managed technology-rich learning in the reading classroom supported by the appropriate teaching strategies and the adoption/adaptation of learning content. Some considerations on teachers' TPACK praxis were pinned on understanding the rationality of the actions related to the importance of self-emotional learning, students' diversity and personal development, as well as the practicality of the technology. The finding of the study implies that teachers at more advanced levels present themselves as content creators rather than technology users in technology-infused teaching.


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Author Biographies

Issy Yuliasri, Universitas Negeri Semarang

Issy Yuliasri is a Proffessor and lecturer in English Language Teaching Department at Semarang State University, Indonesia. She finished the doctoral program of Linguistics in Translation Linguistics at Sebelas Maret University in 2011. Her professional and research interests are translation and English Language Teaching (ELT).

Joko Nurkamto, Universitas Sebelas Maret

Joko Nurkamto is is a TESOL Professor currently serving in the Department of English Language Education at Sebelas Maret University, Indonesia. He finished his doctoral program of Language Education at Jakarta State University, Indonesia in 2000. He was President of TEFLIN. Currently, he was a TEFLIN board in 2021-2024. His professional and research interests include research methodology, curriculum development & language learning materials, language learning methodology, evaluation of language learning, reflective teaching, and teacher professional development.

Sri Wuli Fitriati, Universitas Negeri Semarang

Sri Wuli Fitriati is a Professor at the English Language Department, Faculty of Languages and Arts at Semarang State University, Indonesia.. She achieved her Doctor of Philosophy at the University of Southern Queensland in 2015. Her research interests include discourse studies in English language teaching, academic writing, and qualitative research approaches.


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How to Cite

Haryati, S., Yuliasri, I., Nurkamto, J., & Fitriati, S. W. (2023). TPACK Praxis in EFL Reading Classroom: A Case of Technology-infused Teaching from Indonesia. Pegem Journal of Education and Instruction, 14(1), 205–217.