DIGITAL TOOL USAGE PATTERNS AND PROFESSIONAL DEVELOPMENT NEEDS AMONG
PRE-SERVICE AND IN-SERVICE EFL TEACHERS IN INDONESIA
Asmi Rusmanayanti1,2*, Éva Major3, Natália Kiss4, Amelia Rizky5
1English Language Education Study Program, Universitas Lambung Mangkurat, Banjarmasin, Indonesia
2Language Pedagogy and English Applied Linguistics Program, Eötvös Loránd University, Budapest, Hungary
3English Language Pedagogy Department, Eötvös Loránd University, Budapest, Hungary
4Digital Education Research Department, Gábor Dénes University, Budapest, Hungary
5Accounting Department, Politeknik Negeri Banjarmasin, Banjarmasin, Indonesia
∗ Correspondence: indonesia.asmi@gmail.com
DOI : 10.66538/DH.2026.2.1.
Abstract
Digitalisation continues to influence English language teaching in Indonesia and requires teachers to integrate technology meaning-fully into instructional practice. This mixed-methods study compared the digital-tool use and Teacher Professional Development (TPD) needs of 125 pre-service and 125 in-service EFL teachers in Indonesia. Quantitative questionnaire responses were summarised using frequencies, percentages, means, and standard deviations, while open-ended responses were analysed thematically. Both groups rated basic digital tools highly, particularly Internet search, PowerPoint, and Microsoft Office. Qualitative responses indicated that pre-service teachers tended to use vocabulary applications, online dictionaries, and open-access resources for language development and lesson preparation, whereas in-service teachers more often connected learning management systems, quiz platforms, and com-munication tools with classroom organisation and assessment. Both groups reported limited engagement with academic reference resources. TPD needs overlapped in digital literacy and instructional-media design, while in-service teachers more frequently identi-fied LMS training, assessment and data literacy, and curriculum alignment. These findings support differentiated TPD pathways while remaining subject to the limitations of convenience sampling, self-report data, and descriptive analysis.
Keywords: digital competence, EFL teachers, Indonesia, in-service teachers, pre-service teachers, teacher professional development