INDONESIAN JOURNAL OF APPLIED LINGUISTICS Vol. 12 No. 1, May 2022, pp. 135-146 Available online at: https://ejournal.upi.edu/index.php/IJAL/article/view/46535 https://doi.org/10.17509/ijal.v12i1.46535 135 * Corresponding Author Email: nurarifah_drajati@staff.uns.ac.id Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing Lailatun Nurul Aniq 1 , Nur Arifah Drajati 2* , Endang Fauziati 3 1,2 Graduate school of English Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jl. Ir Sutami 36A Kentingan,Surakarta, Central Java, Indonesia 3 English Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Jl. A. Yani, Sukoharjo, Central Java, Indonesia ABSTRACT Little is recognized regarding teachers’ beliefs about teaching with the appropriate framework integrating technology into language instruction, particularly during the COVID-19 outbreak. TPACK is a framework for apprehending knowledge domains required by EFL teachers nowadays. The preliminary study indicated that among the four English skills taught to middle school students, teaching writing was the most challenging. Therefore, it is essential to understand more about teachers’ beliefs regarding the practice of the TPACK framework in teaching writing. For that reason, This study aimed to (1) explore teachers' beliefs about the TPACK framework and (2) analyze classroom practices in teaching writing. This case study examined three teachers from different senior high schools in Indonesia of their beliefs about teaching writing with the TPACK framework and their classroom practices. A semi-structured interview was administered to explore their beliefs, while classroom observations focused on their classroom practices. The results demonstrated similarities and differences among teachers’ beliefs about learning objectives, teacher’s role, and assessment, while in classroom procedure and instructional material, teachers shared identical beliefs. Indeed, there was a majority of consistency between teachers’ beliefs and classroom practices of teaching writing with the TPACK framework. Despite its paramount consistency between teachers’ beliefs and classroom practices, the presence of the government to educate teachers is urgently needed, which can be in the form of virtual TPACK training. Then, this study may provide references for teaching writing with the TPACK framework that can adequately be applied during the COVID-19 outbreak and new normal. Keywords: Classroom Practice; COVID-19 Outbreak; EFL; Teacher’s Belief; Teaching Writing; the TPACK framework First Received: 27 February 2021 Revised: 5 April 2022 Accepted: 20 May 2022 Final Proof Received: 27 May 2022 Published: 31 May 2022 How to cite (in APA style): Aniq, L. N., Drajati, N. A., & Fauziati, E. (2022). Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing. Indonesian Journal of Applied Linguistics, 12(1), 135-146. https://doi.org/10.17509/ijal.v12i1.46535 INTRODUCTION As of March 2020, nations all around the world have suddenly terminated all educational institutions during the COVID-19 outbreak. The pandemic has thrown off balance around the whole world and caused an overall interruption, influencing all degrees of educational institutions. Then, numerous nations shut down to make a security plan under the crisis reaction system and have moved to the sudden learn-from-home mode to gainfully draw in understudies at their homes. In addition, all educational institutions in developing countries manage distanced learning with few preparations in some features, i.e., teachers’ competency, internet