Integrating TPACK in Extensive Listening: Teachers' Experiences

Dewi Kurniawati , Nunun Indrasari , Fithrah Auliya Ansar

Abstract


In March 2020 and the global outbreak of the coronavirus prompted the government to adjust its policies including the closure of educational institutions and swiftly shift to online learning. The aim of the research study was to describe the experiences of three English-language lecturers who taught listening during the Covid-19 Pandemic.It examines the challenges faced, including the shift to distance education, the preparation of teaching materials, and the navigation of unexpected obstacles. This research used collaborative auto-ethnography (CAE) as a qualitative study. This method involves the collaboration between the first, second, and third authors to gain understanding and insight into their shared experience. The data collection process was conducted in early 2021. After we taught extensive listening in the 3rd semester of the academic year 2020-2021. For collecting the data we used the story of our experience in a narrative inquiry, photo voice, and semi-structured interview that was analyzed using a thematic analysis. Thefindings of this study, from the experiences of the three authors as lecturers indicate that the epidemic situation is not a barrier to contributing positively to the world of education. One of the positive effects is that it can increase the creativity of teachers or lecturers in developing teaching materials and using TPACK and also help students evaluate concepts and theories more critically. This study also reveals that, despite experiencing problems such as unstable internet signals in their respective areas, teachers and lecturers are able to adapt to both academic and non-academic environments.


Keywords


Collaborative auto-ethnography (CAE); COVID-19 Pandemic; Narrative Study; Teaching Online; TPACK

Full Text:

PDF

References


Al Breiki, M., & Al-Abri, A. (2022). The extended technology acceptance model (ETAM): Examining students’ acceptance of online learning during covid-19 pandemic. International Journal of Emerging Technologies in Learning (IJET), 17(20), 4–19. https://doi.org/10.3991/ijet.v17i20.29441

Alismaiel, O. A., Cifuentes-Faura, J., & Al-Rahmi, W. M. (2022). Online learning, mobile learning, and social media technologies: An empirical study on constructivism theory during the covid-19 pandemic. Sustainability, 14(18), 11134. https://doi.org/10.3390/su141811134

Alkhannani, B. M. (2021). Before and after: English language acquisition in Saudi Arabia and the new possibilities in teaching and learning that the covid-19 pandemic may have brought. Journal of Language Teaching and Research, 12(5), 756–761. https://doi.org/10.17507/jltr.1205.15

Anas, F. A., & Zakaria, N. Y. K. (2019). ESL learners’ perceptions on english subtitled audio-visual materials. Creative Education, 10(12), 2796-2803.

Ancheta, J. R. (2020). Negotiating education amidst COVID-19 pandemic: Challenges and strategies in online learning among college students in Manila, Philippines. Youth Voice Journal, 10, 1–28.

Anderson, A., & Lynch, T. (1988). Listening. Oxford University Press.

Aroonsrimarakot, S., Laiphrakpam, M., Chathiphot, P., Saengsai, P., & Prasri, S. (2023). Online learning challenges in Thailand and strategies to overcome the challenges from the students’ perspectives. Education and Information Technologies, 28(7), 8153–8170. https://doi.org/10.1007/s10639-022-11530-6

Aziz, K. G., Faraj, B. M., & Rostam, K. J. (2022). Online and face-to-face learning during COVID-19 pandemic: A comparative analysis of instructors and student’s performance. Online Learning in Educational Research, 2(2), 75-83.

Baran, E., & Correia, A.-P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95–101. https://doi.org/10.1007/s11528-014-0791-0

Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525

Belamghari, M. (2022). Distance learning amidst the covid-19 pandemic: Moroccan university students’ perceptions. The Teacher Educator, 57(1), 79–95. https://doi.org/10.1080/08878730.2021.2003918

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478

Chang, H., Ngunjiri, F., & Hernandez, K.-A. C. (2016). Collaborative autoethnography (Vol. 8). Routledge.

Chien, C.-W. (2013). Analysis of a language teacher’s journal of classroom practice as reflective practice. Reflective Practice, 14(1), 131–143. https://doi.org/10.1080/14623943.2012.732951

Chien, Y.-T., & Chang, C.-Y. (2015). Developing preservice teachers’ sensitivity to the interplay between subject matter, pedagogy, and ICTs. In Development of Science Teachers’ TPACK (pp. 91–104). Springer Singapore. https://doi.org/10.1007/978-981-287-441-2_6

Clandinin, D. J., & Caine, V. (2013). Narrative inquiry. In Reviewing qualitative research in the social sciences (pp. 166–179). Routledge.

Clandinin, D. J., & Connelly, M. (2004). Knowledge, narrative and self-study. In International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer Netherlands. https://doi.org/10.1007/978-1-4020-6545-3_15

Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14. https://doi.org/10.3102/0013189X019005002

Dhole, S. (2021). COVID 19 and academics-advantages and disadvantages. Journal of Medical Pharmaceutical and Allied Sciences, 10(3), 2961–2964. https://doi.org/10.22270/jmpas.v10i3.1141

Fujiwara, T., & Hamaguchi, Y. (2013). Development of a revised version of listening skills scales for high school students. The Japanese Journal of Psychology, 84(1), 47–56. https://doi.org/10.4992/jjpsy.84.47

Grabielatos, C. (1995). Two birds with one stone 2: Listening skills development using testing materials. Current Issues, 6, 15–19.

Harrell, M. C., & Bradley, M. (2009). Data collection methods: Semi-structured interviews and focus groups.

Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570

Heo, H., Bonk, C. J., & Doo, M. Y. (2021). Enhancing learning engagement during COVIDâ€19 pandemic: Selfâ€efficacy in time management, technology use, and online learning environments. Journal of Computer Assisted Learning, 37(6), 1640–1652. https://doi.org/10.1111/jcal.12603

Hernández-Hernández, A. M., & Huerta-Quintanilla, R. (2021). Managing school interaction networks during the COVID-19 pandemic: Agent-based modeling for evaluating possible scenarios when students go back to classrooms. PLOS ONE, 16(8), e0256363. https://doi.org/10.1371/journal.pone.0256363

Hunter, J. (2015). Technology integration and high possibility classrooms: Building from TPACK. Routledge.

Kiliçkaya, F. (2018). Information and communications technology (ICT) in listening instruction. In The TESOL Encyclopedia of English Language Teaching (pp. 1–7). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0601

KozikoÄŸlu, Ä°., & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20-33.

Li, J. Q., Liu, X., Wei, T., & Lan, W. (2013). Acculturation, internet use, and psychological well-being among Chinese international students. Journal of International Students, 3(2), 155–166.

Mirhosseini, S.-A. (2022). COVID-19 and language education: Lessons of a pandemic for english teaching. Changing English, 29(1), 3–11. https://doi.org/10.1080/1358684X.2021.2001642

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Nguyen, C. D. (2017). Connections between learning and teaching: EFL teachers’ reflective practice. Pedagogies: An International Journal, 12(3), 237–255.

Nuland, S. Van, Mandzuk, D., Petrick, K. T., & Cooper, T. (2020). COVID-19 and its effects on teacher education in Ontario: A complex adaptive systems perspective. Journal of Education for Teaching, 46(4), 442–451. https://doi.org/10.1080/02607476.2020.1803050

Nurhadi, K., Istiqomah, L., & Gunawan, F. (2022). Adopting photovoice to explore efl student teachers online thesis examination experiences: Lessons learned from Indonesia. Mextesol Journal, 46(3), 1–10.

Özaydın, H., & Saraç, F. (2021). Problèmes rencontrés en compréhension orale dans l’enseignement à distance: Cas de l’Université de Tekirdağ Namık Kemal. Synergies Turquie, 14, 47–122.

Renandya, W. A., & Farrell, T. S. C. (2011). “Teacher, the tape is too fast!†extensive listening in ELT. ELT Journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015

Rienties, B., Lewis, T., O’Dowd, R., Rets, I., & Rogaten, J. (2022). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning, 35(3), 577–603. https://doi.org/10.1080/09588221.2020.1737546

Setyawan, D., Ivone, F. M., & Suryati, N. (2022). Learners’preferences of multimedia resources in an extensive listening program. LLT Journal: A Journal on Language and Language Teaching, 25(1), 23-37.

Tai, S.-J. D. (2015). From TPACK-in-action workshops to classrooms: CALL competency developed and integrated. Language Learning & Technology, 19(1), 139–164.

Thohir, M. A., Jumadi, J., & Warsono, W. (2022). Technological pedagogical content knowledge (TPACK) of pre-service science teachers: A Delphi study. Journal of Research on Technology in Education, 54(1), 127–142. https://doi.org/10.1080/15391523.2020.1814908

Vandergrift, L., & Goh, C. C. M. (2012). Teaching and Learning Second Language Listening. Routledge.

Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387. https://doi.org/10.1177/109019819702400309

Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us?. CALICO journal, 29(3), 412-430.

Wiranto, R., & Syakurah, R. A. (2022). Factors affecting readiness toward online learning among medical students during COVID-19 pandemic in Indonesia. International Journal of Evaluation and Research in Education (IJERE), 11(2), 540. https://doi.org/10.11591/ijere.v11i2.21673

Yandell, J. (2020). Learning under lockdown: English teaching in the time of Covid-19. Changing English, 27(3), 262–269. https://doi.org/10.1080/1358684X.2020.1779029

Yih, J., Kirby, L. D., & Smith, C. A. (2020). Profiles of appraisal, motivation, and coping for positive emotions. Cognition and Emotion, 34(3), 481–497.




DOI: https://doi.org/10.58524/oler.v3i1.227

Refbacks

  • There are currently no refbacks.


Creative Commons License

Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Published By CV FOUNDAEe-ISSN: 2798-2351 & p-ISSN: 2798-9763