Yansyah, Bambang Yudi Cahyono, Francisca Maria Ivone, Anik Nunuk Wulyani, Hidayah nor, Afifah Linda Sari
Technological Pedagogical Content Knowledge (TPACK) has been widely used to examine teachers' integration of technology in instruction. However, limited research has investigated the role of contextual knowledge (XK) in student-teachers' lesson planning and instructional practices. This study aims to assess Indonesian EFL student-teachers' ability to design and enact TPACK-XK in lesson plans and microteaching practices. Nineteen student-teachers enrolled in an Instructional Design course participated in the study and were assigned to six groups. Using an embedded multiple-case study design, six lesson plans and six microteaching recordings were collected and analyzed using an adapted Technological Pedagogical Content Knowledge Observation Rubric (TPACK-OR). Interviews were conducted to explore factors influencing TPACK-XK enactment and analyzed using thematic analysis. The results showed that TPACK-XK domains were generally demonstrated at an adequate level in lesson plans, with Pedagogical Knowledge (PK) at a high level. However, classroom observations revealed weaker enactment, particularly in Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK), indicating limited pedagogical use of technology. These results suggest that student-teachers experienced difficulties translating planned TPACK-XK into classroom practice. The study highlights the need for teacher education programs to better support the transition from planning to enactment through structured practice and feedback. Furthermore, the findings provide empirical evidence of how contextual and experiential factors shape the enactment of technology-integrated teaching, particularly in constrained instructional settings such as microteaching. It also indicates that contextual knowledge plays a mediating role in technology-integrated instruction, reinforcing the view that TPACK-XK should be understood as an enacted and context-dependent competence. © 2026, Malque Publishing. All rights reserved.
English Language Education Department, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia; English Language Education Department, Faculty of Tarbiyah and Teacher Education, Universitas Islam Negeri Antasari, Banjarmasin, Indonesia
