Enhancing Novice EFL Teachers' Competency in AI-Powered Tools Through a TPACK-Based Professional Development Program

Abstract

As artificial intelligence (AI) continues to advance rapidly, its application in educational settings is increasingly expanding. However, a substantial gap persists in the number of novice English as a Foreign Language (EFL) teachers who are well-prepared to integrate technology in learning activities. This research created a professional development (PD) program grounded in the technological pedagogical content knowledge (TPACK) framework to tackle this issue and enhance the AI-related teaching skills of novice EFL teachers. The study employed a quasi-experimental design, with 20 participants in the experimental group and 20 in the control group, to assess the impact of the PD program on various aspects of AI teaching competence, including AI-powered tools knowledge test, teaching skills related to AI-powered tools, and AI-powered tools teaching self-efficacy. The research utilized several instruments, such as AI-powered tools self-efficacy scale, a rubric for evaluating AI-powered tools lesson plans, an AI-powered tools knowledge test, and semi-structured interviews. The findings demonstrated that the TPACK-based PD program a) enhanced the AI-powered tools knowledge of novice EFL teachers, b) improved their ability to integrate AI-powered tools into their teaching practices, and c) boosted their self-efficacy in teaching with AI-powered tools. These results underscore the impact of this program for bolstering novice EFL teachers' proficiency in using AI-powered tools and provide valuable insights for the development of effective PD programs for EFL educators.