Teacher Perceptions of Joyful Learning in Elementary English Instruction Based on the TPACK Framework: An Interpretative Phenomenological Study

Abstract

This case study research aims to understand the perceptions and experiences of elementary school English teachers towards joyful learning in English learning based on the TPACK (Technological Pedagogical Content Knowledge) framework. Data were collected through questionnaires from 20 teachers and semi-structured interviews with 5 teachers. Triangulation methods were used to ensure the validity of the data. Qualitative data were analyzed using the Interpretative Phenomenological Analysis (IPA) approach to reveal the personal meanings that teachers construct from their experiences in implementing joyful learning. The findings indicate that teachers perceive joyful learning as an important strategy for building students' emotional engagement through a positive classroom atmosphere and interactive activities. Teachers also expressed confidence and enthusiasm in using technology to create joyful English learning, although some faced limitations in facilities and training. This study highlights the importance of ongoing support in teacher professional development to strengthen the practice of TPACK-based joyful learning.