{"title":"A professional training to make English language instructors AI-ready","authors":"M Haldun Kaya","doi":"10.1093/elt/ccae041","DOIUrl":null,"url":null,"abstract":"This qualitative case study aims to investigate the impact of a specially designed professional development course on three aspects: English language instructors’ (1) knowledge, (2) skills, and (3) self-efficacy in integrating AI into their teaching. Cognitive apprenticeship and socio-constructivism set the theoretical foundations of this course. Working with 20 instructors at university, the researcher used two data sources (participants’ opinions and their recorded lessons) and four data collection tools (pre-post course interviews, weekly-assigned implementations, their self-reflections on their AI use, and feedback on the course) to evaluate the impact of this course. The data suggest that this AI course for English language instructors likely made a significant difference, enhancing AI integration into teaching. This training could serve as a model for AI-ready instructors, improving their knowledge, skills, and self-efficacy. There are also some data that highlight challenges and limitations, unveiling different aspects of this complex field of study.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1093/elt/ccae041","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This qualitative case study aims to investigate the impact of a specially designed professional development course on three aspects: English language instructors’ (1) knowledge, (2) skills, and (3) self-efficacy in integrating AI into their teaching. Cognitive apprenticeship and socio-constructivism set the theoretical foundations of this course. Working with 20 instructors at university, the researcher used two data sources (participants’ opinions and their recorded lessons) and four data collection tools (pre-post course interviews, weekly-assigned implementations, their self-reflections on their AI use, and feedback on the course) to evaluate the impact of this course. The data suggest that this AI course for English language instructors likely made a significant difference, enhancing AI integration into teaching. This training could serve as a model for AI-ready instructors, improving their knowledge, skills, and self-efficacy. There are also some data that highlight challenges and limitations, unveiling different aspects of this complex field of study.
期刊介绍：
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.
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