Exploring Indonesian EFL teachers' informal learning with digital technologies

<p dir="ltr">The COVID-19 pandemic has highlighted the importance for English as a foreign language (EFL) teachers to integrate digital technologies into their teaching. Formal professional development programs have struggled to address the challenges faced by EFL teachers in this regard, leading teachers to turn to informal learning. This study explores how Indonesian EFL teachers engage in informal learning, the digital technologies involved, and the contextual factors affecting their informal learning.</p><p dir="ltr">Using qualitative methods and a case study approach, the study recruited eight Indonesian EFL teachers from different backgrounds and levels of experience. Data were collected through online semi-structured interviews, online classroom observations, and digital application analysis. Thematic analysis was employed, guided by TPACK theory, informal teacher learning, along with the concept of affordances.</p><p dir="ltr">The findings reveal that in adjusting to abrupt online teaching, EFL teachers combined formal and informal learning, with four main types identified: (a) consulting online information sources, (b) experimenting with new tools and teaching techniques, (c) doing reflection, and (d) interacting and discussing with other teachers. Notably, the transformative impact of digital technologies on informal teacher learning was evident as teachers embraced a variety of tools in their online instruction, signifying a departure from previous hesitancy. The findings highlight two key categories of digital technology use: self-directed learning and collaborative learning, emphasizing the autonomy and flexibility offered by digital technologies. Furthermore, the study underscores the complex interplay of contextual factors at micro, meso, and macro levels, with individual agency, institutional support, and broader contextual elements like the COVID-19 pandemic shaping EFL teachers' experiences with technology integration.</p><p dir="ltr">This study makes several theoretical contributions to the field. Using Kyndt et al.'s (2016) typology, it reveals the nuanced dynamics of informal teacher learning for technology integration, challenging assumptions about experience levels. The study categorizes digital technologies, emphasizing their roles in independent and collaborative learning. It underscores the crucial role of online teacher communities in fostering collaboration. Additionally, the research explores contextual factors at micro, meso, and macro levels, illustrating their influence on EFL teachers' experiences in integrating technology, especially in the context of the COVID-19 pandemic.</p><p dir="ltr">From a practical perspective, the study suggests promoting collaborative learning, facilitating resource access, establishing effective online teacher communities, addressing challenges related to tutorial videos and social media, and fostering a supportive environment for reflection, feedback, and experimentation.</p>