The study aimed to explore how chatbot-integrated lesson planning modules supported pre-service teachers' TPACK development through technology integration in EFL teaching.
Methods:
- 21 pre-service EFL teachers participated in five TPACK training modules over 16 weeks
- Qualitative data collection through teaching artifacts (lesson plans and chatbot tasks) and self-reports (interviews and reflection papers)
- Analysis involved TPACK assessment methods and thematic analysis of self-reports
Key Findings:
- Participants demonstrated medium to high TPACK levels in their lesson plans
- Training modules provided diverse affordances for enhancing design and integration capabilities
- Collaborative work and structured training enhanced technological self-efficacy
- Two main constraints: lack of tutoring support and insufficient time for module integration
Implications:
- Highlights importance of structured TPACK training within SLA context
- Demonstrates value of collaborative tasks and iterative design in teacher preparation
- Provides framework for integrating new technologies in language teacher education
Limitations:
- Qualitative data limits generalizability
- No statistical examination of TPACK facilitation
- Single semester timeframe may be insufficient
- Focus on specific technology (chatbots) may limit broader applications
Future Directions:
- Implement quasi-experimental research with inferential statistics
- Conduct pre-test and post-test design studies
- Examine relative contribution of different factors to TPACK development
- Explore longer-term implementations
Title and Authors: "Enhancing pre-service EFL teachers' TPACK through chatbot-integrated lesson planning projects" by Seongyong Lee and Jaeho Jeon
Published On: 2024 Published By: Language Learning & Technology