Enhancing English instructors’ TPACK through AI: Exploring its role in Language Education

Web-based and AI technologies were primarily designed for entertainment and social interactions, rather than for educational purposes. The TPACK (technological Pedagogical Content Knowledge) framework emphasizes the need for a creative and strategic use of technology, focusing not solely on the technology itself, but on its potential to enhance student learning and develop teachers' skills in using these tools effectively. In pursuit of this objective, the present study concentrated on enhancing the TPACK of English language teachers through the utilization of an AI-mediated system. In the initial phase, the TPACK scale was employed to gauge the proficiency of thirty-two Iranian EFL teachers, with a specific emphasis on the technology component. In the second phase, we implemented a methodical approach comprising training programs, workshops, hands-on experience, mentorship initiatives, feedback mechanisms, and the infusion of AI into lesson plans and assessment strategies for five focal participants. Subsequently, the evaluation of English language teachers' TPACK was conducted through teacher reflective statements, instructional observations, and student feedback. Given the current status of technology as an integral component of teachers' TPACK, this study provided a comprehensive understanding of how AI-assisted language instruction might enhance English teachers’ TPACK. The findings of this study have various theoretical and pedagogical implications for stakeholders in the context of teacher education.

کلیدواژه ها:

AI-mediated language instruction ، English language teachers’ TPACK ، Technological Content Knowledge ، AI-powered assessment tools ، facilitating functions of AI