This study aims to explore the experiences of lecturer in the English
Education Department at UIN Antasari Banjarmasin in maximizing the
Technological Pedagogical Content Knowledge (TPACK) framework in listening
courses. This study uses a qualitative approach employing narrative inquiry to
explore the stories, experiences, and reflections of one lecturer in integrating
technology, pedagogy, and learning content simultaneously. In teaching listening
research data were collected through interviews, observations, and documentation,
and then analyzed using narrative analysis to identify the main themes from the
participant's experiences. The results of the study show that lecturer maximize the
TPACK framework in listening classes by using authentic audio recordings from
native speakers, tailoring listening materials to students' semester levels, and
applying various pedagogical strategies such as audio repetition, slowing down
audio speed, and actively involving students in the learning process. This study also
identifies several challenges in implementing TPACK, such as limited language
laboratory facilities, students' difficulties in understanding TOEFL long talk
materials, and differences in listening abilities among students that make it
challenging for lecturer to provide optimal individual support. Thus, the
implementation of the TPACK framework helps lecturer create more interactive
and meaningful listening learning experiences, although there are still various
technological and pedagogical challenges that need to be addressed.