A Study of EFL Teachers' Implementation of Technological Pedagogical Content Knowledge (Tpack) at MAN 3 Aceh Besar

This study investigates how EFL teachers implement Technological Pedagogical Content Knowledge (TPACK) in English language teaching at MAN 3 Aceh Besar. The study was guided by three questions: (1) how EFL teachers implement TPACK in English language teaching, (2) which aspects of TPACK are most frequently demonstrated, and (3) what challenges teachers face in the process. Employing a qualitative descriptive design, the study involved four EFL teachers selected through purposive sampling as participants. Data were collected through classroom observation and semi-structured interviews, analyzed using Miles and Huberman’s thematic analysis approach. The findings reveal that the participants demonstrate a sound understanding of TPACK as the simultaneous integration of technological, pedagogical, and content knowledge and hold positive perceptions of its importance for enhancing student motivation and learning outcomes. In classroom practice, the participants purposefully combine accessible hardwares (e.g., laptops and projectors) with softwares (e.g., slideshows, online videos, and online quizzes) and student-centered classroom activities, including task-based learning, pair work, and other activities involving technology use. Pedagogical Knowledge (PK), Content Knowledge (CK), and Pedagogical Content Knowledge (PCK) emerged as the strongest components, while Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), and Technological Content Knowledge (TCK) appeared less consistently. Challenges identified were limited school infrastructure, centralized and restricted access to digital equipment, which hindered technology use in classrooms. The results indicate that teachers at MAN 3 Surabaya are TPACK-proficient, but limited access to technology prevents them from fully implementing their TPACK knowledge and skills. Strengthening infrastructural support and providing targeted professional development focused on TCK and TPK are therefore essential to enable more balanced and effective technology integration in EFL teaching at the research setting.