{"title":"Language teachers as pedagogical designers in technology-mediated language education","authors":"Ting Liu, Zhipeng Zhang","doi":"10.1016/j.system.2025.103662","DOIUrl":null,"url":null,"abstract":"<div><div>This paper examines the professional experiences of language teachers in Chinese universities who serve as pedagogical designers in technology-mediated language education. Drawing from an ecological systems perspective, the study uses a multiple case study methodology to explore the challenges seven language teachers faced in their roles and how they adapted to and overcame these challenges. Data was collected through interviews and lesson observations and analyzed thematically to identify key insights into the participants' professional experiences. The findings reveal that while the participating language teachers experienced challenges in maintaining supportive relationships with students, colleagues, and family, and a lack of resources, they responded by developing positive pedagogical beliefs, self-efficacy, and strategies for designing technology-mediated tasks. This suggests that to support language teachers in their roles as pedagogical designers, professional development programs should focus on equipping teachers with the skills and resources needed for effective technology integration.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103662"},"PeriodicalIF":4.9000,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X25000727","RegionNum":1,"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 paper examines the professional experiences of language teachers in Chinese universities who serve as pedagogical designers in technology-mediated language education. Drawing from an ecological systems perspective, the study uses a multiple case study methodology to explore the challenges seven language teachers faced in their roles and how they adapted to and overcame these challenges. Data was collected through interviews and lesson observations and analyzed thematically to identify key insights into the participants' professional experiences. The findings reveal that while the participating language teachers experienced challenges in maintaining supportive relationships with students, colleagues, and family, and a lack of resources, they responded by developing positive pedagogical beliefs, self-efficacy, and strategies for designing technology-mediated tasks. This suggests that to support language teachers in their roles as pedagogical designers, professional development programs should focus on equipping teachers with the skills and resources needed for effective technology integration.
期刊介绍:
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.