Video-making Projects for TPACK Development of Pre-service EFL Teachers

Fadhila Yonata (STAIN Sultan Abdurrahman Kepulauan Riau, Indonesia)
Heris Sandra (STAIN Sultan Abdurrahman Kepulauan Riau, Indonesia)
Serly Serly (STAIN Sultan Abdurrahman Kepulauan Riau, Indonesia)
Nefya Ortapia (STAIN Sultan Abdurrahman Kepulauan Riau, Indonesia)
Lasri Novita Sari (STAIN Sultan Abdurrahman Kepulauan Riau, Indonesia)


This study examines the impact of the video-making project assigned for pre-service teachers in English education department to enhance their competences of TPACK. Anchored in a qualitative approach, semi-structured interview with six student teachers in second semester was conducted to gain their voices on whether producing video as part of tasks in two English subjects facilitated them on learning new insight related to technology, pedagogy and content of some materials. Findings reveal video-making projects promoted self-eagerness to improve self-competence and collaboration with peers and lecturers. Consequently, making a video as tasks showed a potential for developing pre-service teachers’ TPACK. Participants’ voices indicated there were some challenges in video producing process. The study also suggests that there is ample room for improvement especially in preparing student teachers with prior knowledge of using technology.


ICT; Pre-service teachers; TPACK; Video-Mediated Task; Video Project

Full Text:



Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments.

Barbour, R. S., & Schostak, J. (2005). Interviewing and focus groups. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences (pp. 41–48). SAGE Publications.

Braun, V., & Clarke, V. (2006). Applied Qualitative Research in Psychology. Qualitative Research in Psychology, 3(2), 77–101.

Bueno-Alastuey, M. C., Villarreal, I., & García Esteban, S. (2018). Can telecollaboration contribute to the TPACK development of pre-service teachers? Technology, Pedagogy and Education, 27(3), 367–380.

Campbell, L. O., & Cox, T. (2018). Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video using the ICSDR Model. Journal of the Scholarship of Teaching and Learning, 18(1), 11–24.

Campbell, L. O., Heller, S., & Pulse, L. (2021). Student-created video: an active learning approach in online environments. Interactive Learning Environments.

Cavanagh, R. F., & Koehler, M. J. (2013). A turn toward specifying validity criteria in the measurement of Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129–148.

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423–435.

Hall, T., & Connolly, C. (2019). Mobile Learning in Teacher Education. TechTrends, 63(6), 644–646.

Hannaford, J. (2016). Digital worlds as sites of belonging for Third Culture Kids: A new literacies perspective. Journal of Research in International Education, 15(3), 253–265.

Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge University Press.

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152.

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19.

Mouza, C., & Karchmer-Klein, R. (2015). Designing Effective Technology Preparation Opportunities for Preservice Teachers. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. v–xiii). Springer.

Sydnor, J. (2016). Using Video to Enhance Reflective Practice: Student Teachers’ Dialogic Examination of Their Own Teaching. New Educator, 12(1), 67–84.

Tierney, R. J. (2018). Toward a model of global meaning making. Journal of Literacy Research, 50(4), 397–422.

Tukan, F. M. E. (2020). Challenges and Strategies Using Application in Teaching Online Classroom During Pandemic Covid-19. Journal of English Linguistics, Literature, and Education, 2(2), 155–172.

Wismath, S. L. (2013). Shifting the Teacher-Learner Paradigm: Teaching for the 21st Century. College Teaching, 61(3), 88–89.

Wooffitt, R. (2005). Conversation Analysis & Discourse Analysis. SAGE Publications Ltd.



  • There are currently no refbacks.

English Education: English Journal for Teaching and Learning

Tadris Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan

UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan 

ISSN Print : 2338-8781 ISSN Online :  2579-4043

Jl. T. Rizal Nurdin Km. 4,5 Sihitang Padangsidimpuan Sumatra Utara 22733 Indonesia

Phone: 0634-22080 Fax: 0634-24022


Flag Counter View My Stats