TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers

Oct 15, 2026

The study examines the relationship between EFL lecturers’ digital literacy competence (DLC), technostress, and teaching performance through the TPACK-SAMR framework. A correlational design with descriptive explanation was used with six lecturers from different East Java universities. Data came from TPACK-SAMRDLC and technostress questionnaires, semi-structured interviews, and documented teaching scenarios. Findings indicate stronger self-confidence in pedagogical and content knowledge, with DLC showing a negative very high correlation with technostress. Teaching performances reflect minimal technology use at SAMR substitution and augmentation stages, supporting targeted DLC training while reducing technostress.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Article Info Abstract

Introduction

OPEN ACCESS Research Article Contemporary Educational Technology, 2023, 15(2), ep409 ISSN: 1309-517X (Online) TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers Afif Ikhwanul Muslimin 1,2* 0000-0003-0043-5402 Nur Mukminatien 1 0000-0002-9031-5174 Francisca Maria Ivone 1 0000-0001-6769-1406 1 Universitas Negeri Malang, East Java, INDONESIA 2 Universitas Islam Negeri Mataram, NTB, INDONESIA * Corresponding author: [afif.ikhwanul.2102219@students.um.ac.id](afif.ikhwanul.2102219@students.um.ac.id) Citation: Muslimin, A. I., Mukminatien, N., & Ivone, F. M. (2023) . TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers. Contemporary Educational Technology, 15(2), ep409 . [https://doi.org/10.30935/cedtech/12921](https://doi.org/10.30935/cedtech/12921) ARTICLE INFO ABSTRACT | Received: 1 Dec 2022
Accepted: 13 Jan 2023 | This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers’ digital literacy competence (DLC) based on the TPACK-SAMR framework and their technostress. In addition, this study revealed how the variables correlated to the lecturers’ EFL teaching performances. Therefore, a correlational design with a descriptive explanation model was conducted. The participants were six EFL lecturers from six different universities in various cities in East Java Province, Indonesia. The data were collected by administering TPACK-SAMRDLC and technostress questionnaires, conducting a semi-structured interview, and documenting the teaching scenarios. The results showed that most participants were more confident with their pedagogical knowledge and content knowledge. They claimed it was hard to mingle them into harmonious teaching performances with technology that challenged them to achieve the higher TPACK-SAMR DLC level. Relevant to this finding, their DLC had a negative ‘very high’correlation with technostress, shown by-.824 Pearson correlation coefficient. Henceforth, their EFL teaching performances reflected the minimum operation of technology, according to SAMR stages, to mediate EFL teaching by substituting and augmenting the technology. Therefore, this study highlights the importance of DLC training to escalate the positive outcomes of EFL teaching with technology and minimize technostress.
Keywords: digital literacy competence, EFL, TPACK-SAMR, teaching performance, technostress | | --- | --- | | INTRODUCTION | | Nowadays, the government and policymakers recognize the importance of technology in teaching and learning (Altinay et al., 2016), including in the English as a foreign language (EFL) teaching context. Technology can help lecturers speed up their educational process through faster access to educational resources, establish virtual teaching and learning, i.e., during the COVID-19 pandemic, and maintain communication and engagement during learning through various communication technologies (Keskin et al., 2015) . Additionally, Hassan and Mirza (2021) state that the use of technology in teaching EFL generally positively impacts student learning outcomes, lecturer performance, and the development of students’ affective domains. Moreover, digital literacy and competence have become needs for EFL lecturers to elevate their self-quality in the global competition in the industrial revolution 4.0 and 5.0 era (Ramadhan et al., 2019) . Bahri et al. (2022) mention that lecturers who possess digital technology literacy competence can affect their students’ digital technology literacy and competence, which is required as capital for a future job competition. Therefore, digital technology literacy and competence, commonly understood as digital literacy competence (DLC), become pivotal aspects for EFL lecturers. Some previous studies have discussed the role of lecturers’ DLC in affecting the lecturers’ teaching performa

FAQs

What framework guides the study of EFL lecturers’ digital literacy competence?

The study uses the TPACK-SAMR framework to evaluate EFL lecturers’ digital literacy competence (DLC).

How were the research variables measured?

DLC and technostress were measured using TPACK-SAMRDLC and technostress questionnaires, supported by semi-structured interviews and documented teaching scenarios.

What is the relationship between DLC and technostress found in the results?

DLC shows a negative very high correlation with technostress, with a Pearson correlation coefficient of -.824.

Oct 15, 2026

Uploaded by RuangKosong