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Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence 2025 Pp.59-80
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
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School of Foreign Languages, Hubei Engineering University, Xiaogan, China
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
This study explores the readiness and learning needs of Chinese pre-service English as a Foreign Language teachers in developing Intelligent-Technological Pedagogical Content Knowledge for the effective integration of AI in English Language Teaching. Using a mixed-methods approach, quantitative data were collected from 253 pre-service English teachers, while qualitative insights were obtained from semi-structured interviews with eight participants. The findings show strong levels of Intelligent-Technological Knowledge and Intelligent-Technological Pedagogical Knowledge, but moderate levels in Intelligent-Technological Content Knowledge, Intelligent-Pedagogical Content Knowledge, and ethics. Key learning needs include increasing familiarity with AI tools, designing personalized instruction, incorporating AI into English speaking and listening tasks, and developing cohesive AI-supported pedagogy. Ethical concerns, such as fairness, transparency, and data security, were also highlighted. The study underscores the importance of tailored training programs that integrate AI technologies, pedagogical methods, and ethical considerations to prepare teachers for AI-driven educational environments. While contributing to the growing discourse on AI in teacher education, the study is limited by a small qualitative sample and its focus on Chinese pre-service teachers, which may limit broader applicability. Future research should expand sample sizes, incorporate cross-cultural comparisons, and examine the long-term impact of AI training on teacher competencies and practices.
Ye, L., Ismail, H. H., & Abdul Aziz, A. (2025). Bridging the AI Gap: A Needs Analysis of Chinese Pre-Service EFL Teachers in Developing Intelligent-Technological Pedagogical Content Knowledge. Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence:59-80.
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Ling Ye is a PhD candidate majoring TESL at the Faculty of Education, Universiti Kebangsaan Malaysia. She also works in School of Foreign Languages, Hubei Engineering University, China. Her research interests mainly focus on English language teaching, EFL teacher education and technology in EFL language learning and teaching. ORCID: https://orcid.org/0009-0006-3293-1880
Dr. Hanita Hanim Ismail is a Senior Lecturer at Universiti Kebangsaan Malaysia’s Faculty of Education. Her research focuses on English literature, TESL, and identity studies in language acquisition, emphasizing religious and gender dimensions. She explores cultural and sociolinguistic aspects of English-language learning within diverse identity frameworks.
ORCID: https://orcid.org/0000-0003-3121-8822
Dr. Azlina Abdul Aziz is a Senior Lecturer in Education at Universiti Kebangsaan Malaysia. With an Ed.D. in English Pedagogy from Columbia University’s Teachers College, her research focuses on TESL teacher training and literature-based pedagogy, exploring how literary narratives illuminate sociocultural and political contexts in language education.
ORCID: https://orcid.org/0000-0002-7800-3688