Iin Inawati(1*), Fidya Felinda Ilahude(2), Bambang Widi Pratolo(3),

(1) Universitas Ahmad Dahlan
(2) Universitas Ahmad Dahlan
(3) Universitas Ahmad Dahlan
(*) Corresponding Author


One of the trending learning innovations is Technological Pedagogic Content Knowledge (TPACK). This study aims to synthesize and critically analyze existing empirical research on trends in the development of teachers’ TPACK in ELT. The research articles reviewed in this study were based on the following inclusive criteria: (1) peer-reviewed studies, (2) TPACK-related studies in the ELT context, and (3) published within the last 5 years. The search for these articles was carried out electronically using search engine databases such as SCOPUS, Google Scholars and several leading journal websites. The results showed that it was found that (60%) of empirical studies were presented as studies case, descriptive study (15%), followed by quasi-experimental (12.5%), collaborative action research (10%), mixed methods (5%) and exploratory survey research (10%), most (74.5%) of the studies reviewed involved teachers as research participants and focusing on students (25.5%). This analytical review also reveals five general finding themes, including comparison of pre-service, in-service and formation program for teacher perception of TPACK in ELT, reflection as a way to grapple TPACK complexity for EFL Teachers, video-making projects for TPACK, implementing the TPACK framework by English teachers and the Indonesian EFL teachers' TPACK development in the online community of practice


Technological Pedagogic Content Knowledge (TPACK), English Language Teaching, Teacher’s TPACK


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DOI: http://dx.doi.org/10.24127/pj.v12i3.7429


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