Integrating TPACK in Extensive Listening: Teachers’ Experiences

Abstract

In March 2020, the global outbreak of the coronavirus prompted the government to adjust its policies by closing educational institutions and swiftly shifting to online learning. The research aimed to describe the experiences of three English-language lecturers who taught listening during the Covid-19 Pandemic. It examined the challenges faced, including the shift to distance education, preparing teaching materials, and navigating unexpected obstacles. This research employed the collaborative auto-ethnography (CAE) method. This method involves collaborating with the first, second, and third researchers to gain understanding and insight into their shared experience. The data collection process was conducted in early 2021. After the researchers had taught extensive listening in the 3rd semester of the academic year 2020-2021, For collecting the data, the researchers used the story of our experience in a narrative inquiry, photovoice, and semi-structured interview that was analyzed using thematic analysis. The findings of this study, from the experiences of the three researchers as lecturers, indicated that the pandemic was not a barrier to contributing positively to the world of education. One of the positive effects was that it increased the creativity of teachers or lecturers in developing teaching materials and using TPACK and also helped students evaluate concepts and theories more critically. This study also revealed that teachers and lecturers adapted to both academic and non-academic environments despite experiencing problems, such as unstable internet signals in their respective areas.