Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30, 109-137. https://doi.org/10.1146/annurev.anthro.30.1.109
Aisyah, R. N., Setiawan, S., & Munir, A. (2021). Technological pedagogical content knowledge (TPACK) in action: Unraveling Indonesian English as a foreign language teachers’ TPACK by implementing telegram. Computer Assisted Language Learning Electronic Journal, 22(3), 17-31.
Ardi, P., & Rianita, E. (2022). Leveraging gamification into EFL grammar class to boost student engagement. Teaching English With Technology, 22(2), 90-114.
Ardi, P., Sari, R., Hidayat, L. E., Dewi, O. T. S., & Cahyono, B. Y. (2023). In-service EFL teachers’ well-being during online teacher professional development program in Indonesia: An ecological perspective. Studies in Linguistics, Culture, and FLT, 11(2), 26-45. https://doi.org/10.46687/UUHH4920
Ardi, P., Widyaningsih, T. L., & Widiati, U. (2023). Appreciative collaborative reflection to catalyze Indonesian EFL teachers’ identity configuration in a teacher professional education program.
Education and Self Development,
18(2), 10-26.
https://doi.org/10.26907/esd.18.2.02
Aryani, M., Santosa, M., & Dambayana, P. (2022). Preparing for new learning: public vocational high school students’ and teachers’ e-learning readiness in the EFL instruction. LLT Journal: A Journal on Language and Language Teaching, 25(2), 505-519. https://doi.org/10.24071/llt.v25i2.3060
Batunan, D. A., Kweldju, S., Wulyani, A. N., & Khotimah, K. (2023). Telecollaboration to promote intercultural communicative competence: Insights from Indonesian EFL teachers. Issues in Educational Research, 33(2), 451- 470.
Cahyono, B. Y., Khotimah, K., & Batunan, D. A. (2023). Workable approaches in EFL teaching mediated by mobile technology during the pandemic and postpandemic: Indonesian EFL teachers’ experiences and expectations. Computer Assisted Language Learning, 24(1), 138-159.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Davis, W. S., & Howlett, K. M. (2022). “It wasn't going to happen until I made it happen”: World language teacher agency for multilingual advocacy. System, 109, 102893. https://doi.org/10.1016/j.system.2022.102893
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
Driel, J. H. V. & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28. https://doi.org/10.3102/0013189X11431010
Gao, X., & Tao, J. (2020). Language teacher agency. In M. Peters (Ed.).
Encyclopedia of teacher education (pp. 1-6). Springer.
Ghamoushi, M., Zenouzagh, Z. M., & Hashamdar, M. (2022). Development and validation of a potential assessment inventory for assessing EFL teachers’ ecological agency. Language Testing in Asia, 12(1), 1-24. https://doi.org/10.1186/s40468-022-00190-5
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022). Differentiated instruction: The diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383-1400. https://doi.org/10.1080/13603116.2020.1812739
Gibbs, K. (2023). Voices in practice: Challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher, 50, 1217-1232. https://doi.org/10.1007/s13384-022-00551-2
Glas, K., Catalán, E., Donner, M., & Donoso, C. (2023). Designing and providing inclusive ELT materials in times of the global pandemic: A Chilean experience. Innovation in Language Learning and Teaching, 17(1), 114-129. https://doi.org/10.1080/17501229.2021.1940187
Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates' technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530-546. https://doi.org/10.1111/j.1365-2729.2011.00472.x
Grecu, Y. V. (2023). Differentiated instruction: Curriculum and resources provide a roadmap to help English teachers meet students’ needs. Teaching and Teacher Education, 125, 104064. https://doi.org/10.1016/j.tate.2023.104064
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Hasanah, E., Suyatno, S., Maryani, I., Badar, M. I. Al, Fitria, Y., & Patmasari, L. (2022). Conceptual model of differentiated-instruction (DI) based on teachers’ experiences in Indonesia. Education Sciences, 12(10), 1-17. https://doi.org/10.3390/educsci12100650
Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50-62. https://doi.org/10.1016/j.edurev.2015.12.002
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5
Hidayat, N., Setiawan, S., & Anam, S. (2023). Do EFL teachers’ digital literacies reflect sociocultural frameworks during their online professional development? Language Related Research, 14(1), 193-217.
Hinojosa, D. M. (2022). Professional development program designed to support prospective teachers’ enactment of instructional strategies to differentiate instruction for English learners. The Teacher Educator, 58(1), 49-71. https://doi.org/10.1080/08878730.2022.2088914
Holloway, J. (2000). Preparing teachers for differentiated instruction. Educational Leadership, 58(1), 82-83.
Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177-179. https://doi.org/10.1080/19415257.2010.523955
Indawati, N. (2022). Global diversity character development for students through economic learning. AKSARA: Jurnal Ilmu Pendidikan Nonformal, 8(3), 2267-2274. http://doi.org/10.37905/aksara.8.3.2267-2274.2022
Ismail, S. (2019). Impact of differentiated instruction on the writing process of ESL learners. ELF Annual Research Journal, 21, 130–153.
Iswandari, Y. A., & Ardi, P. (2022). Intercultural communicative competence in EFL setting: A systematic review. REFLections, 29(2), 361-380.
Jager, T. de. (2016). Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools. Studies in Educational Evaluation, 53, 115- 121. https://doi.org/10.1016/j.stueduc.2016.08.004
Kahmann, R., Droop, M., & Lazonder, A. W. (2022). Meta-analysis of professional development programs in differentiated instruction. International Journal of Educational Research, 116, 102072. https://doi.org/10.1016/j.ijer.2022.102072
Kara, S. (2020). Prospective visual arts teachers’ innovation skills and attitudes towards computer-assisted instruction. International Journal of Technology in Education and Science (IJTES), 4(2), 98-107.
Kayi-Aydar, H. (2019). Language teacher agency: Major theoretical considerations, conceptualizations and methodological choices. In H. Kayi-Aydar, X. Gao, E. R. Miller, M. Varghese, & G. Vitanova (Eds), Theorizing and analyzing language teacher agency (pp. 10-21). Multilingual Matters.
Kayi-Aydar, H., Gao, X., Miller, E. R., Varghese, M., & Vitanova, G. (2019). Theorizing and analyzing language teacher agency. Multilingual Matters.
Kim, G. J. Y., Zhu, J., & Weng, Z. (2022). Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective. Teaching in Higher Education, 1-16. https://doi.org/10.1080/13562517.2022.2078959
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Lawrence Erlbaum Associates.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://doi.org/10.1016/j.compedu.2005.11.012
Kristiawan, D., Carter, C., & Picard, M. (2022). Impact of CALL professional development for EFL materials on teacher agency and technological pedagogical content knowledge (TPACK) in Indonesian Islamic Schools. Teaching English with Technology, 2022(3-4), 20-42.
Kurt, S. (2018). TPACK: Technological pedagogical content knowledge framework. Educational Technology. Posted on May 12, 2018 https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/
Leijen, Ä., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295-310. https://doi.org/10.1080/00071005.2019.1672855.
Li, W. J., & De Costa, P. (2019). Problematizing English language teaching in China through a local Chinese English teacher agency lens. In H. Kayi-Aydar, X. Gao, E. R. Miller, M. Varghese, & G. Vitanova (Eds), Theorizing and analyzing language teacher agency (pp. 160-179). Multilingual Matters.
Lin, R., Yang, J., Jiang, F., & Li, J. (2022). Does teacher’s data literacy and digital teaching competence influence empowering students in the classroom? Evidence from China. Education and Information Technologies, 28, 2845-2867. https://doi.org/10.1007/s10639-022-11274-3
Mashhadi, A., Kassim Kadhum, A., & Gooniband Shooshtari, Z. (2023). Exploring technological pedagogical content knowledge among Iraqi high school English teachers: A comparative study during the COVID-19 pandemic. Iranian Journal of Applied Language Studies, 15(1), 141-154.
Miller, E. R., Kayi-Aydar, H., Varghese, M., & Vitanova, G. (2018). Editors’ introduction to interdisciplinarity in language teacher agency: Theoretical and analytical explorations. System, 79, 1-6. https://doi.org/10.1016/j.system.2018.07.008
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6), 1017–1054.
Mohammed, A., & Gutema, H. (2023). English language teachers’ continuous professional development obstacles. LLT Journal: A Journal on Language and Language Teaching, 26(1), 255-271. https://doi.org/10.24071/llt.v26i1.5912
Molla, T. & Nolan, A. (2020). Teacher agency and professional practice. Teachers and Teaching, 26(1), 67-87. https://doi.org/10.1080/13540602.2020.1740196
Ningsih, S. K., Suherdi, D., & Purnawarman, P. (2022). Secondary school teachers' perceptions of mobile technology adoption in English as a foreign language learning: Trends and practices. International Journal of Education and Practice, 10(2), 160-170.
Page, S. W. (2000). When changes for the gifted spur differentiation for all. Educational Leadership, 58(1), 62-65.
Paidican, M. A., & Arredondo, P. A. (2022). The technological-pedagogical knowledge for In-Service teachers in primary education: A systematic literature review. Contemporary Educational Technology, 14(3), 1-15. https://doi.org/10.30935/cedtech/11813
Peng, S. L. (2023). Professional development, teacher community, and agency in the international school context: the trajectory of a Vietnamese case. Practice. https://doi.org/10.1080/25783858.2023.2177188
Phillips, J. J., & Phillips, P. P. (2016). Handbook of training evaluation and measurement methods (4th ed.). Routledge.
Priestley, M., & Drew, V. (2019). Professional enquiry: An ecological approach to developing teacher agency. In D. Godfrey & C. Brown (Eds.), An eco-system for research-engaged schools: Reforming education through research (pp. 154-170). Routledge.
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: What is it and why does it matter? In J. Evers & R. Kneyber (Eds.) Flip the system: Changing education from the ground up (pp. 134-148). Routledge. https://doi.org/10.4324/9781315678573
Rafi, F., & Pourdana, N. (2023). E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework. Language Testing in Asia, 13(6), 1-18. https://doi.org/10.1186/s40468-023-00223-7
Raygan, A., & Moradkhani, S. (2022). Factors influencing technology integration in an EFL context: Investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789-1810. https://doi.org/10.1080/09588221.2020.1839106
Reis, S. M., & Renzulli, J. S. (2018). The five dimensions of differentiation. International Journal for Talent Development and Creativity, 6(2), 87-94.
Riyadi, A., Bafadal, I., Burhanuddin, B., & Timan, A. (2023). Instructional leadership, differentiated instruction, community of practice, and student wellbeing: Based on the perspective of the principal strengthening training policy. Pedagogika, 149(1), 5-34. https://doi.org/10.15823/p.2023.149.1
Sang, G. (2020). Teacher agency. In M. Peters (Ed.), Encyclopedia of teacher education. Springer.
Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators’ perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309-327. https://doi.org/10.1080/01626620.2012.717032
Saputra, W., & Margana, M. (2023). An investigation of TPACK within ICT integration: The case of non-certified English teachers in Kolaka. LLT Journal: A Journal on Language and Language Teaching, 26(2), 519-532. https://doi.org/10.24071/llt.v26i2.5999
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journals of Research on Technology in Education, 42(2), 123-149.
Shareefa, M. (2023). Demystifying the impact of teachers’ qualification and experience on implementation of differentiated instruction. International Journal of Instruction, 16(1), 393-416. https://doi.org/10.29333/iji.2023.16122a
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical Review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, 2366. https://doi.org/10.3389/fpsyg.2019.02366
Stroupe, R., Ardi, P., Santosa, M. H., Siregar, M., & Delfi, M. (2023). An examination of effective educational leadership in the Indonesian context: Leaders in secondary schools. The European Journal of Applied Linguistics and TEFL, 12(2), 163-176.
Subiyantoro, S., Fahrudin, D., & Amirulloh, S. B. (2023). Character education values of Pancasila student profiles in the puppet figure wayang Arjuna: A Javanese cultural perspective. Journal of the International Society for the Study of Vernacular Settlements, 10(6), 106-118.
Sugianto, A., & Muslim, A. (2022). Gazing at ‘the-you-know-who/what’ in WhatsApp: Deixis used in online learning amid COVID-19 pandemic. LLT Journal: A Journal on Language and Language Teaching, 25(1), 45-62. https://doi.org/10.24071/llt.v25i1.4485
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301. http://doi.org/10.1016/j.tate.2017.06.020
Tan, L., Chai, C. S., Deng, F., Zheng, C. P., & Drajati, N. A. (2019). Examining preservice teachers’ knowledge of teaching multimodal literacies: A validation of a TPACK survey. Educational Media International, 56(4). 285-299. https://doi.org/10.1080/09523987.2019.1681110
Tao, J., & Gao, X. (2021). Language teacher agency. Cambridge University Press.
Tao, J., & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107, 102819. https://doi.org/10.1016/j.system.2022.102819
Tomlinson, C. A. (2000). Reconcilable differences: Standards-based teaching and differentiation. Educational Leadership, 58(1), 6-13.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Association for Supervision and Curriculum Development
Tomlinson, C. A. (2005). Traveling the road to differentiation in staff development. National Staff Development Council, 26(4), 8-12.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. http://www.ascd.org/Publications/Books/Overview/Leading-and-Managing-a-Differentiated-Classroom.aspx
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating in schools and classrooms. Association for Supervision and Curriculum Development.
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9492-z
Tutyandari, C., Anandari, C., & Ardi, P. (2022). The implementation of virtual peer mentoring in micro teaching classes. LLT Journal: A Journal on Language and Language Teaching, 25(2), 447-460. https://doi.org/10.24071/llt.v25i2.4213
Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26. https://doi.org/10.1016/j.stueduc.2015.02.005
Valtonen, T., Pontinen, S., Kukkonen, J., Dillon, P., Väisänen, P., & Hacklin, S. (2010). Confronting the technological pedagogical knowledge of Finnish net generation student teachers. Technology, Pedagogy, and Education, 20(1), 3-18. https://doi.org/10.1080/1475939X.2010.534867
Vitanova, G. (2018). Just treat me as a teacher! Mapping language teacher agency through gender, race, and professional discourses. System, 79, 28-37. https://doi.org/10.1016/j.system.2018.05.013
Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical/ psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103, 952-969. http://doi.org/10.1037/a0025125
Wan, S. W. Y. (2016). Differentiated instruction: are Hong Kong in-service teachers ready? Teachers and Teaching: Theory and Practice, 23(3), 284-311. https://doi.org/10.1080/13540602.2016.1204289
Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17.
)