The present research aimed to scrutinize the lecturers’ DLC levels, how they were implemented in English classrooms in various teaching contexts, and the compatibility between variables. Hence, a mixed approach with a descriptive multi-cases study design was applied to meet these objectives. The participants were six English lecturers actively teaching at six different universities in Indonesia, situated in six cities in East Java province, Indonesia. The instruments used were the TPACK-SAMR DLC questionnaire, observation checklist, interview guidelines, and folder for teaching scenario documentation. The statistical analysis using SPSS version 23 was conducted to find the DLC and compatibility levels. The within and cross-case analyses were implemented to scrutinize the DLC implementation and data comparisons across various settings. The results showed that the lecturers' DLC was at a 'High' level. The university status did not affect the lecturers' DLC; nevertheless, the different regions' economic growth might influence the DLC level. Then, all lecturers implemented their DLC into the 'Augmentation' level. Only a few reached 'Modification' and 'Redefinition' levels. Finally, the lecturers' DLC level showed a 'Very High' level of compatibility with its implementation. However, the majority considered themselves not tech-savvy. Henceforth, the lecturers are suggested to join the professional development programs actively.
Copyright of articles is retained by authors and CALL-EJ. As CALL-EJ is an open-access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Sources must be acknowledged appropriately.