Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers' professional development

초록

As many EFL countries introduce digital textbooks and AI-based language education, the importance of enhancing pre-service language teachers' Technological Pedagogical Content Knowledge (TPACK) in language teacher education is increasingly being emphasized. This qualitative case study examined how 13 pre-service English teachers applied various elements of TPACK through their participation in a chatbot-integrated course designed to provide hands-on, design-based experience. Analysis of participants' weekly reflection journals revealed their evolving engagement with TPACK elements, Design Knowledge, and contextual considerations. As the semester progressed, the pre-service English teachers demonstrated enhanced TPACK contribution through their growing capacity to integrate technology in language instruction and deeper understanding ofpedagogical implications. The pre-service teachers were also able to better combine chatbot and language teaching and became more confident in situating themselves as effective English teachers through the course. The study provides a comprehensive TPACK-based framework for language teacher educators to evaluate and develop pre-service teachers' technological, pedagogical, and content competencies in technology-enhanced instruction. These findings offer practical implications for language teacher educators seeking to incorporate TPACK-informed approaches in their course design and professional development programs.

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