Experienced English Teachers’ Perceptions on Technology-mediated Instruction and The Shaping Factors: A Case Study

Abstract

This study investigates the perceptions of experienced English teachers toward Technology-Mediated Instruction (TMI) and the factors shaping these views, focusing on a case study conducted with experienced teachers from one of the high schools in Jember. TMI, including tools like Google Classroom, Canva, and Google Forms, has become increasingly important in today’s society, supporting student centered learning, particularly within Indonesia’s Merdeka Curriculum framework. Using a qualitative case study approach, semi-structured interviews were conducted with teachers possessing over three years of experience to explore their understanding and application of TMI. The findings indicate that teachers perceive TMI as an effective tool for enhancing engagement, fostering creativity, and supporting curriculum goals. Teachers highlighted its advantages in promoting collaborative learning and improving the delivery of instructional content. However, challenges such as limited access to technology, insufficient infrastructure, and the need for significant financial investment in tools and training were noted as barriers (Bella, Interview, 2024). Factors influencing these perceptions include attitudes, prior experiences, motives, and situational factors like the availability of resources and institutional support (Robbins & Judge, 2013).