Exploring GAI integration in English language  teaching: Insights from the TPACK model

Liana Mercedes Torres Casierra; Karen López-Gil; Carlos Alberto Mayora Pernía

Authors

Liana Mercedes Torres Casierra Universidad del Valle, Colombia (Corresponding author)
Karen López-Gil Universidad del Valle, Colombia https://orcid.org/0000-0001-9826-0799
Carlos Alberto Mayora Pernía Universidad del Valle, Colombia https://orcid.org/0000-0002-7674-5354

Keywords:

English Language Teaching, TPACK Model, Generative Artificial Intelligence, Educational Technology, Teacher Perceptions

Abstract

Generative Artificial Intelligence (GAI) tools have had a major impact in English Language Teaching (ELT). Thus, there is a dire need to understand how teachers are using and integrating GAI in different contexts and educational settings. Alongside, the Technological Pedagogical Content Knowledge (TPACK) model has been widely used to frame teachers' integration of this technology. The current study aimed to describe the knowledge, integration and use of GAI tools from a sample of English teachers from different educational levels in Colombia, a context less frequently studied in this emerging area of knowledge. A quantitative approach was adopted, using a non-experimental, cross-sectional design. A questionnaire based on the TPACK framework was administered to 76 English teachers across three institutional contexts. Findings show greater teacher competence in the domains of technological knowledge and technological content knowledge, but greater challenges in integrating technological knowledge within the pedagogical domain, as well as significant contextual barriers. This result is consistent across educational settings, suggesting the lack of resources and clear policies in all of them. Yet, differing profiles of engagement with GAI were identified through cluster analysis. These profiles might be instrumental in designing professional development programmes and institutional policies.

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Author Biographies

Liana Mercedes Torres Casierra, Universidad del Valle, Colombia (Corresponding author)

Liana Mercedes Torres-Casierra holds a PhD in Spanish and Latin American Studies from the University of Sydney, and a MA in Applied Linguistics (TESOL) from Macquarie University, Sydney, Australia. She works as an assistant professor at the School of Languages Sciences at Universidad del Valle, Cali, Colombia. Her research interests include the teaching of languages in migration contexts, English for Academic Purposes, digital literacies, narrative and identity research.

Karen López-Gil, Universidad del Valle, Colombia

Karen López-Gil holds a PhD in Education, a MA in Educational Innovation, and a MA in Linguistics and Spanish. She is an associate professor at the School of Language Sciences and coordinates the MA in Linguistics and Spanish at Universidad del Valle (Colombia). She is also Director of the UNESCO Chair in Reading and Writing in Latin America. Her research focuses on literacy pedagogy, language teacher education, and digital literacy practices.

Carlos Alberto Mayora Pernía, Universidad del Valle, Colombia

Carlos Alberto Mayora holds a BE in TEFL from Universidad Pedagógica Experimental Libertador, Caracas, Venezuela and a MA in Applied Linguistics from Universidad Simón Bolivar, Caracas, Venezuela. He is currently a lecturer in Applied Linguistics and Language Teaching Methodology at the School of Language Sciences at Universidad del Valle, Cali, Colombia. His lines of research include curriculum development, foreign language teaching and teacher education.

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