EFL Classroom With Tpack Framework Towards Higher Students’ Critical Thinking: Teachers’ Voices

Abstract

The study aims to elaborate the EFL teachers’ voices on implementing critical thinking within EFL classroom with TPACK framework at higher education level. The participants of this study were three higher education teachers from two different universities in Indonesia. The data were obtained by using semi-structured interview and analyzed through thematic data analysis including transcribing, identifying, coding, generating themes, reviewing, classifying themes, and interpreting data. The result showed that they appeared to view critical thinking positively and have high awareness to implement critical thinking in EFL classroom with TPACK Framework. However, they were faced with various challenges mainly come from time management and students’ ability. The results of the present study may help higher education teachers to determine and employ teaching strategies that may improve students’ critical thinking skills in learning English language as a foreign language with TPACK framework.