Exploring ESP Teachers' Lived Experiences In Integrating Technology through TPACK Framework

Nuke Faradilla Sayidati AlHaris, Mochamad Imron Azami, Dzurriyyatun Ni'mah

Abstract


This study explored the lived experiences of English for Specific Purposes (ESP) teachers in integrating technology through the Technological Pedagogical and Content Knowledge (TPACK) framework. Technology has become an important part of ESP teaching because it helps teachers create more interesting, interactive, and meaningful learning activities. However, previous studies have mostly focused on the role of technology, teachers’ competence, and challenges in using technology, while few studies have explored teachers’ real experiences applying TPACK in ESP classrooms. Therefore, this study aimed to investigate how ESP teachers integrate technology in their teaching practices. This study used a qualitative phenomenological design involving two ESP teachers from a vocational high school in Malang. The data were collected through in-depth interviews, classroom observations, and document analysis. The findings showed that teachers selected instructional media based on several factors, including ease of use, effective content delivery, interactivity, active student engagement, and student focus. The teachers used various technologies, including YouTube, PowerPoint, websites, game-based learning tools, and worksheets. They integrated technology through multimedia materials, guided classroom activities, interactive evaluations, and authentic digital resources. These strategies helped teachers combine technology, pedagogy, and content knowledge effectively to create engaging learning experiences and improve students’ participation in ESP classrooms.

Full Text:

PDF

References


Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T.,

Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez,

A. L. (2020). Multimedia Tools in The Teaching and Learning Processes: A

Systematic

Review.

Heliyon,

https://doi.org/10.1016/j.heliyon.2020.e05312

(11),

e05312.

Ağırman, N., & Ercoşkun, M. H. (2022). History of the Flipped Classroom Model and

Uses of the Flipped Classroom Concept. Uluslararası Eğitim Programları ve

Öğretim

Çalışmaları

Dergisi,

(1),

–88.

https://doi.org/10.31704/ijocis.2022.004

Ali, R., Shakoor, T., & Zainab, I. (2025). Investigating the Challenges and Instructional

Approaches in Teaching English for Specific Purposes (ESP) to

Undergraduates in Pakistan’s Public Universities. `Advance Social Science

Archive Journal, 4(01), 1233–1244.

Alzobidy, S., Al-qadi, M. J., Belhassen, S. B., Naser, I. M. M., & Al Maaytah, S. A.

(2024). The Effect of Multi-Media Usage in Cognitive Demands for Teaching

EFL Among Jordanian Secondary School Learners. World Journal of English

Language, 14(3), 471. https://doi.org/10.5430/wjel.v14n3p471

Aprianto, E., & Heriyawati, D. (2020). The Implementation of Multiple Media in

Improving Reading Comprehension Skill in the University Students. Journal of

Physics: Conference Series, 1464(1), 012014. https://doi.org/10.1088/1742

/1464/1/012014

Badil, ., Dildar Muhammad, Dr. D. M., Zeenaf Aslam, Z. A., Kashif Khan, K. K., Anny

Ashiq, A. A., & Uzma Bibi, U. B. (2023). Phenomenology Qualitative Research

Inquiry: A Review Paper: Phenomenology Qualitative Research Inquir.

Pakistan

Journal

of

Health

Sciences,

(3),

–13.

https://doi.org/10.54393/pjhs.v4i03.626

Baker, J. P., Goodboy, A. K., Bowman, N. D., & Wright, A. A. (2018). Does Teaching

with PowerPoint Increase Students’ Learning? A Meta-Analysis. Computers &

Education, 126(1), 376–387. https://doi.org/10.1016/j.compedu.2018.08.003

Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating

The Impact of Teacher Education Strategies on Preservice Teachers’ TPACK.

British

Journal

of

Educational

Technology,

(1),

–370.

https://doi.org/10.1111/bjet.12565

Barrios, H., Barrios, M., & Yuselsy, E. (2024). Contributions to the Application of

Non-Participant Observation as a Research Technique. Power System

Technology, 48(4), 175–184. https://doi.org/10.52783/pst.988

Blažević, A. P., & Blažević, M. R. (2023). A Focus on Objectives, Outcomes, and

Learners’ Needs in ESP Courses. Strani Jezici, 52(1), 101–125.

https://doi.org/10.22210/strjez/52-1/5

Chand, S. P. (2025). Methods of Data Collection in Qualitative Research: Interviews,

Focus Groups, Observations, and Document Analysis. Advances in

Educational

Research

and

Evaluation,

(1),

–317.

https://doi.org/10.25082/AERE.2025.01.001

Choo, S. S. Y., Rotgans, J. I., Yew, E. H. J., & Schmidt, H. G. (2011). Effect of

Worksheet Scaffolds on Student Learning in Problem-Based Learning.

Advances

in

Health

Sciences

https://doi.org/10.1007/s10459-011-9288-1

Education,

(4),

–528.

College, M., Raipur, S., & India, K. (2023). Assessment of Effective Teaching Using

by TOPSIS Method. Journal on Innovations in Teaching and Learning, 2(2),

–20. https://doi.org/10.46632/jitl/2/2/2

Dashtestani, R., & Stojković, N. (2015). The Use of Technology in English for Specific

Purposes (ESP) Instruction: A Literature Review. The Journal of Teaching

English for Specific and Academic Purposes, 3(3), 435–456.

Fadlia, F., Zulida, E., Asra, S., Rahmiati, R., & Bania, A. S. (2020). English Subject

on English for Specific Purposes (ESP) in Vocational Schools. Language

Literacy: Journal of Linguistics, Literature, and Language Teaching, 4(2),

–367. https://doi.org/10.30743/ll.v4i2.3064

Fauziah, A. M., & Nurita, T. (2019). Activities of Students in Using Worksheet Based

on Contextual Teaching and Learning. Journal of Physics: Conference Series,

(1), 012088. https://doi.org/10.1088/1742-6596/1417/1/012088

Ghafar, Z. (2022). English for Specific Purposes in English Language Teaching:

Design, Development, and Environment-Related Challenges: An Overview.

Canadian Journal of Language and Literature Studies, 2(6), 32–42.

https://doi.org/10.53103/cjlls.v2i6.72

Greening, N. (2019). Phenomenological Research Methodology. Scientific Research

Journal, VII(V), 88–92. https://doi.org/10.31364/SCIRJ/v7.i5.2019.P0519656

Hidayatulloh, S. M. M. (2024). Book Review: Integrating Information and

Communication Technologies in English Specific Purposes. LLT Journal: A

Journal on Language and Language Teaching, 27(1), 557–560.

https://doi.org/10.24071/llt.v27i1.6750

Hyland, K. (2022). English for Specific Purposes: What Is It and Where Is It Taking

Us?

ESP

Today,

(2),

–220.

https://doi.org/10.18485/esptoday.2022.10.2.1

Iskandar, R., Syafei, M. H. G., Bahatmaka, A., Hidayat, H., & Huda, K. (2023).

Utilization of PowerPoint and YouTube as Digital-Based Learning Media:

Literature Review. Jurnal Ilmiah Wahana Pendidikan, 9(20), 936–942.

https://doi.org/10.5281/zenodo.10353888

Ismail, S., Kasriyati, D., Dalimunte, D. M., & Andriani, R. (2023). Teachers’

Perception of Technological Pedagogical and Content Knowledge (TPACK) in

Teaching at Senior High School in Pekanbaru. 10(2), 75–82.

https://doi.org/10.31849/elt-lectura.v10i2.14695

Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content

Knowledge (TPACK)? Contemporary Issues in Technology and Teacher

Education, 9(1), 60–70. https://doi.org/10.1177/002205741319300303

Kostanyan, U. (2024). The Essence of English Specific Purposes (ESP) and The Role

of New Technologies in ESP Teaching. “European University” Scientific

Collection of Articles, 15(1), 147–152. https://doi.org/10.59982/18294359

15-tk-14

Mabrouk, S. H. (2025). Integrating Educational Technology and Pedagogical

Foundations to Enhance University Learning Outcomes. Academic Journal of

Interdisciplinary Studies, 14(5), 110–115. https://doi.org/10.36941/ajis-2025

Meccawy, M., Alzahrani, A., Mattar, Z., Almohammadi, R., Alzahrani, S., Aljizani,

G., & Meccawy, Z. (2023). Assessing EFL Students’ Performance and Self

Efficacy Using a Game-Based Learning Approach. Education Sciences, 13(12),

https://doi.org/10.3390/educsci13121228

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge:

A Framework for Teacher Knowledge. Teachers College Record, 108(6),

–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Napitupulu, M. H., Muddin, A., Bagiya, B., Diana, S., & Rosyidah, N. S. (2024).

Teacher Professional Development in the Digital Age: Strategies for Integrating

Technology and Pedagogy. Global International Journal of Innovative

Research, 2(10), 2382–2396. https://doi.org/10.59613/global.v2i10.334

Nasution, D. S., Syarif, H., & Zainil, Y. (2023). Multifaceted Challenges Encountered

by English for Specific Purposes (ESP) Lecturers in the Context of Pedagogical

Instruction: A Comprehensive Case Study. Journal of English Language and

Education, 8(2), 121–130. https://doi.org/10.31004/jele.v8i2.452

Nooruddin, & Yasmin, M. (2019). Integrating Information and Communication

Technologies in English for Specific Purposes. Journal of Language and

Education, 5(4), 146–149. https://doi.org/10.17323/jle.2019.9741

Octaberlina, L. R., & Asrifan, A. (2021). English For Specific Purposes (ESP). Open

Science Framework. https://doi.org/10.31219/osf.io/ndb2g

Oliver, R. (2008). Engaging First Year Students Using a Web-Supported Inquiry-Based

Learning

Setting.

Higher

Education,

(3),

–301.

https://doi.org/10.1007/s10734-007-9055-7

Poedjiastutie, D., Masduki, & Mayaputri, V. (2024). Ethnographic Lens:

Understanding, Managerial and Operational Level Perspectives on ESP

Teachers Roles. Asian Journal of Education and Training, 10(4), 162–172.

https://doi.org/10.20448/edu.v10i4.6083

Rachmawati, D. L., & Irawan, N. (2024). Integrating Digital Technologies in ESP

Classroom: A Comprehensive Overview of Current Practices and Pedagogical

Implications. International Journal of Pedagogical Language, Literature, and

Cultural Studies (i-Plural), 1(3), 27–35. https://doi.org/10.63011/ip.v1i3.23

Rahayu, S., Rahmadani, E., Syafitri, E., Prasetyoningsih, L. S. A., Ubaidillah, M. F.,

& Tavakoli, M. (2022). Teaching with Technology during COVID-19

Pandemic: An Interview Study with Teachers in Indonesia. Education Research

International, 2022, 1–9. https://doi.org/10.1155/2022/7853310

Serevina, V., & Heluth, L. (2022). Development of Student’s Worksheets using

Learning Strategies to Improve Thinking Ability Equipped with Mind Mapping

and Ability of Student’s Retention. Journal of Physics: Conference Series,

(1), 012062. https://doi.org/10.1088/1742-6596/2377/1/012062

Setiawan, A., Nugroho, W., & Widyaningtyas, D. (2023). Development of Interactive

PowerPoint Learning Media Based on Information and Communication

Technologies to Improve Student Learning Outcomes. Jurnal Pendidikan

Dasar Nusantara, 9(1), 75–86. https://doi.org/10.29407/jpdn.v9i1.20056

Shoufan, A., & Mohamed, F. (2022). YouTube and Education: A Scoping Review.

IEEE

Access,

(1),

–125599.

https://doi.org/10.1109/ACCESS.2022.3225419

Sim, M.-A., & Pop, A.-M. (2022). From General to Professional English—Curriculum,

Students, Trainers. The Annals of the University of Oradea. Economic Sciences,

(2), 222–229. https://doi.org/10.47535/1991AUOES31(2)022

Strelan, P., Osborn, A., & Palmer, E. (2020). The Flipped Classroom: A Meta-Analysis

of Effects on Student Performance Across Disciplines and Education Levels.

Educational

Research

Review,

,

https://doi.org/10.1016/j.edurev.2020.100314

Syafitri, W., Artika, F. S., Rahman, M., & Triannisa, C. A. (2025). Bridging

Classrooms and Careers: Exploring Students’ Perspectives on English for

Specific Purposes Instruction. AL-ISHLAH: Jurnal Pendidikan, 17(2), 1796

https://doi.org/10.35445/alishlah.v17i2.6889

Tayaa, K., & Bouaziz, A. (2016). English for Specific Purposes: Its Definition,

Characteristics, and the Role of Needs Analysis. World Academy of Science,

Engineering and Technology, International Journal of Cognitive and Language

Sciences, 10(1). https://consensus.app/papers/english-for-specific-purposes

its-definition-tayaa-bouaziz/9be78eca28fe53c686f9eaddc705c3f0/

Tseng, J.-J., Chai, C. S., Tan, L., & Park, M. (2022). A Critical Review of Research on

Technological Pedagogical and Content Knowledge (TPACK) in Language

Teaching. Computer Assisted Language Learning, 35(4), 948–971.

https://doi.org/10.1080/09588221.2020.1868531


Refbacks

  • There are currently no refbacks.