Does teacher computer technology use perceived from TPCK frameworks stimulate student achievement in English language learning?

Annur Rofiq, Utami Widiati, Teguh Sulistyo, Yunita Puspitasari


Studies on the relationship between teacher use of ICT and student achievement have been numerous, but those involving other intervening variables, such as technological, pedagogical, and content knowledge (TPCK), are still limited. This study examined the relationships between the use of computer technology (CT) by Indonesian EFL teachers and student achievement, taking into account the TPCK frameworks. Explanatory correlation serves as the research design, as this study was intended to explain the associations among variables under study. Data on teachers’ CT use and students’ English achievement were collected from a sample of 153 EFL teachers by means of Albirini’s (2006) and Wozney et al.’s (2006) adopted questionnaire and the teachers’ document of students’ English achievement scores. The multiple regression analysis indicated that simultaneously, CT use, content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) correlate slightly with student achievement, R² = .085, F(4, 148) = 3.418, p < .05. This finding suggests that the four predictor variables were not good at predicting student achievement. Other external factors not included in the model may relate to student achievement. The study’s findings imply that in teaching and learning English, teachers should play the role of CT facilitators and let students take great advantage of CT on their own. 


computer technology (CT); content knowledge (CK); English language learning; Indonesian EFL teachers; pedagogical content knowledge (PCK); pedagogical knowledge (PK); student achievement

Full Text:


Article Metrics

Abstract view : 205 times | PDF view : 52 times


Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education. Journal of Research on Technology in Education, 43(4), 281-300.

Abubakir, H., & Alshaboul, Y. (2023). Unravelling EFL teachers’ mastery of TPACK: Technological pedagogical and content knowledge in writing classes. Heliyon, 9, e17348.

Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.

Alieto, E., Abequibel-Encarnacion, B., Estigoy, E., Balasa, K., Eijansantos, A., & Torres-Toukoumidis, A. (2024). Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines. Heliyon, 10(2), e24282.

Alqahtani, R., & Alqahtani, M. A. (2023). Heterogeneity across Australian ICT policies for education of gifted students. Heliyon, 9, e19103.

Astari, M. A., Masykuri, M., Susilowati, E., & Yamtinah, S. (2023). Effectiveness of online learning with the web-based TPACK scaffolding for enhancement TPACK ability of pre-service chemistry teachers. Journal of Curriculum and Teaching, 12(1), 183-199.

Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility! Computers & Education, 166, 104159.

Balla, E. (2023). Impact of technology in acquisition of English language. Journal of Educational and Social Research, 13(1), 134-145.

Baser, D., Kopcha, T. J., & Ozden, M. Y. (2015). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764.

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180.

Baumert, J., & Kunter, M. (2013). The effect of content knowledge and pedagogical content knowledge on instructional quality and student achievement. In Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (Eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Mathematics Teacher Education (Vol 8) (pp. 175-205). Springer.

Bretscher, N. (2023). Conceptualising TPACK within Mathematics education: Teachers’ strategies for capitalising on transitions within and beyond dynamic geometry software. Digital Experiences in Mathematics Education, 9, 232–254.

Cabellos, B., Siddiq, F., & Scherer, R. (2024). The moderating role of school facilitating conditions and attitudes towards ICT on teachers’ ICT use and emphasis on developing students’ digital skills. Computers in Human Behavior, 150, 107994.

Cahyono, B. Y., Kurnianti, O. D., & Mutiaraningrum, I. (2016). Indonesian EFL teachers’ application of TPACK in in-service education teaching practices. International Journal of English Language Teaching, 4(5), 16-30.

Callingham, R., Carmichael, C., & Watson, J. M. (2016). Explaining student achievement: The influence of teachers’ pedagogical content knowledge in statistics. International Journal of Science and Mathematics Education, 14, 1339–1357.

Chai, C. S., Koh, J. H. L., Natarajan, U., Tsai, P. S., Ramli, M., & Widodo, A. (2017). Surveying Indonesian teachers' design belief and TPACK for 21st century-oriented learning. In A. F. Mohd Ayub, A. Mitrovic, J.-C. Yang, S. L. Wong, & W. Chen (Eds.), Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings (pp. 1001-1006). Asia-Pacific Society for Computers in Education.

Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.

Cueto, S., León , J., Sorto, A., & Miranda, A. (2017). Teachers’ pedagogical content knowledge and mathematics achievement of students in Peru. Educational Studies in Mathematics, 94(3), 329-345.

Dai, W. (2023). An empirical study on English preservice teachers’ digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support. Heliyon, 9, e19538.

Fung, D., Kutnick, P., Mok, I., Leung, F., Lee, B. P., Mai, Y. Y., & Tyler, M. T. (2017). Relationship between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study. International Journal of Educational Research, 81, 119-130.

Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M. (2017). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944-963).

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. https://doi:10.1016/j.compedu.2011.04.010

Hall, C., & Lundin, M. (2024). Technology in the classroom: Personal computers and learning outcomes in primary school. Economics of Education Review, 100, 102536.

Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT? Journal of Computer Assisted Learning, 27(3), 191–203.

Hidayati, T. (2016). Integrating ICT in English language teaching and learning in Indonesia. JEELS (Journal of English Education and Linguistics Studies), 3(1), 38–61.

Huang, S. H. (2008). The relationship between computer use and academic achievements [Dissertation, University of North Texas]. UNT Digital Library.

Isma, A. (2023). Book review: Emerging trends of ICT in teaching and learning: ICT in English language teaching. LLT Journal: A Journal on Language and Language Learning, 26(2), 812-815.

Isnani, K. (2019). A study among English teachers’ perceptions: Investigating the roles of ICT in Indonesian EFL classroom. Eternal, 5(2), 247-253.

Kadıoğlu-Akbulut, C., Cetin-Dindar, A., Acar-Şeşen, B., & Sevda Küçük, S. (2023). Predicting preservice science teachers’ TPACK through ICT usage. Education and Information Technologies, 28, 11269–11289.

Kolikant, Y. B. (2010). Digital natives, better learners? Students’ beliefs about how the Internet influenced their ability to learn. Computers in Human Behavior, 26(6), 1384–1391.

Konig, J., Lammerding, S., Nold, G., Rohde, A., Straub, S., & Tachtsoglou, S. (2016). Teachers’ professional knowledge for teaching English as a foreign language: Assessing the outcomes of teacher education. Journal of Teacher Education, 67(4), 320-337.

Mahdum. (2015). Technological pedagogical and content knowledge (TPACK) of English teachers in Pekanbaru, Riau, Indonesia. Mediterranean Journal of Social Sciences, 6(5), 168-176.

McNamara, D. S. (2010). Strategies to read and learn: Overcoming learning by consumption. Medical Education, 44(4), 340–346.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Muijs, D. (2022). Doing quantitative research in education with IBM SPPSS statistics (3rd ed.). SAGE.

Nurmala, I., Irianto, S., Franchisca, S., Amsa, H., & Susanti, R. (2023). Technology-enhanced language learning: A meta-analysis study on English language teaching tools. Journal on Education, 6(1), 2188-2195.

Onwuegbuzie, A., Bailey, P., & Daley, C. (2000). Cognitive, affective, personality, and demographic predictors of foreign-language achievement. The Journal of Educational Research, 94(1), 3-15.

Ortiz-Colón, A. M., Izquierdo Rus, T., Rodríguez Moreno, J., & Agreda Montoro, M. (2023). TPACK model as a framework for in-service teacher training. Contemporary Educational Technology, 15(3), ep439.

Paetsch, J., Franz, S., & Wolter, I. (2023) Changes in early career teachers’ technology use for teaching: The roles of teacher self-efficacy, ICT literacy, and experience during COVID-19 school closure. Teaching and Teacher Education, 135(5), 1-11.

Poudel, A. P. (2022). Information and communication technology in English language teaching: Some opportunities and challenges. Journal of Comparative & International Higher Education, 14(4), 103-116.

Schmitt, J., & Wadsworth, J. (2006). Is there an impact of household computer ownership on children’s educational attainment in Britain? Economics of Education Review, 25(6), 659-673.

Serrano-Mendizabal, M., Villalon, R., Melero, A., & Izquierdo-Magaldi, B. (2023). Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter? Computers & Education, 196, 104727.

Setiyanti, A. A., & Hunt, J. (2017). Toward measuring TPACK in Indonesian elementary pre-service teachers. ICICTE 2017 Proceedings (pp. 54-63).

Shamim, H. R. H., Jeng, A. M., & Raihan, M. A. (2024). University teachers’ perceptions of ICT-based teaching to construct knowledge for effective classroom interaction in the context of TPACK model. Heliyon, 10, e28577.

Silva, M., Bermúdez, K., & Caro, K. (2023). Effect of an augmented reality app on academic achievement, motivation, and technology acceptance of university students of a chemistry course. Computers & Education: X Reality, 2, 100022.

Simoes, S., Oliveira, T., & Nunes, C. (2022). Influence of computers in students’ academic achievement. Heliyon, 8(3), E09004.

Thohir, M. A., Jumadi, & Warsono. (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.

Thomson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education 65, 12-33.

Tømte, C. E., Pedersen, C., & Vennerød-Diesen, F. F. (2023). Early and late adopter effects between schools in a one-to-one computer initiative. Computers & Education, 207, 104927.

Vieira, C. R., & Pedro, N. (2023). Weaknesses of ICT integration in the initial teacher education curriculum. Computers and Education Open, 5, 100150.

Vigdor, J. L., Ladd, H. F., & Martinez, E. (2014). Scaling the digital divide: Home computer technology and student achievement. Economic Inquiry, 52(3), 1103-1119.

Wozney, L., Ventakesh, V., & Abrami, P. C. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education (JTTE), 14(1), 173-207.

Xu, W. (2015). Exploring ESL/EFL teachers’ pedagogical content knowledge on reading strategy instruction. English Language Teaching, 8(11), 155-175.



  • There are currently no refbacks.

Copyright (c) 2024 THE AUTHOR(S)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: [email protected], Website:

OAI address of JEFL is available at

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

stats View My Stats

Flag Counter