INVESTIGATING ENGLISH LANGUAGE TEACHERS’ TPACK COMPETENCIES ON THE STUDENTS’ WRITING SKILL

Abstract

This research aims to investigate senior high school English teachers’ TPACK (Technological Pedagogical Content Knowledge) competencies in teaching writing and to examine their influence on students’ writing skills. This study employed a qualitative approach using interviews, classroom observations, and document analysis of students’ written works. The findings revealed that although teachers had no formal training in TPACK, they were able to integrate technological, pedagogical, and content knowledge into their instructional practices. Teachers utilized digital tools such as PowerPoint, Quizizz, Kahoot, and Wordwall, which not only facilitated content delivery but also enhanced student engagement, reinforced grammar and vocabulary, and supported text organization. The integration of these tools contributed to students’ improved confidence, the ability to produce more structured writing, and greater participation in writing activities. This study highlights that the principles of TPACK can naturally emerge from reflective teaching practices, although their sustainability and effectiveness would be strengthened by formal training, adequate school infrastructure, and access to relevant digital resources.

Keywords: TPACK, English Teachers, Writing Skills, Technology Integration, Language Learning