Session Information
99 ERC SES 08 A, Systematic Literature Review
Paper Session
Contribution
Foreign language teachers’ digital competencies have undoubtedly become significant for effective teaching practices not only due to the rapid advancement in technology. Recently, the importance of teachers’ AI competencies has been highlighted as a result of the release of ChatGPT at the end of 2022, which provoked a huge number of discussions over the effects of Generative AI (GAI) on language instruction. There is no doubt that foreign language teacher training programmes should ensure the enhancement of future language teachers’ AI digital competencies in order to avoid old-fashioned teaching and learning practices, promote innovative methodologies, and prepare student teachers for an effective teaching in the future. However, there are certain difficulties and challenges that still hinder the integration of GAI in teacher training programmes. Thus, it is significant to carry out a systematic analysis of international practices of GAI integration in teacher education for enhancing foreign language teachers’ competencies. This paper describes the practical bases of GAI integration in language teacher education around the world from 2022 to 2024. The purpose of this review is to identify research trends and potential directions that would help to establish knowledge about empirical research on GAI integration in foreign language teacher training. It does not only examine the most novel practices of applying its models, but also describes these practices, evaluates challenges, emphasizes the most interesting experiences, and contributes with an overview for researchers, teacher educators, educational authorities on how foreign language teacher education can develop student teachers’ AI digital competencies necessary for the future use in classroom instruction.
Method
This systematic review is carried out according to the preferred methods for systematic reviews. It consists of four processes known as identification, screening, eligibility, and inclusion. In order to find the related papers and resources included in this systematic literature review, two databases, namely Web of Science (WoS) and Scopus, were referred to.
Expected Outcomes
Among the conclusions it is defined that foreign language teacher training programmes should be designed in a way that would enhance student teachers’ positive approaches towards GAI and their comprehension of pedagogical opportunities and limitations of GAI integration for teaching and learning purposes. It is also argued that the employment of GAI tools should be assessed as the area that enhances new competencies as well as the method for creating innovative learning environments for student teachers.
References
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