A qualitative inquiry into digital adaptive learning platforms to (re)shape Chinese EFL teachers’ pedagogical practices

• Autores: Hui Fan, Bufan Peng, Gurpinder Singh Lalli
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 13, 2025 (Ejemplar dedicado a: Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts), págs. 285-299
• Idioma: inglés
• DOI: 10.30827/portalin.viXIII.32633
• Enlaces
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• Resumen

  • Educational technologies have long been approved to influence several aspects of second/foreign language (L2) education. However, research on the impact of digital adaptive learning platforms/systems on L2 teaching is insufficient in the context of English as a foreign language (EFL). To address the gaps, this qualitative study intended to examine Chinese EFL teachers’ perceptions about the influence of such technologies on their pedagogical practices. A semi-structured interview was used to gather the data from 34 teachers. The results of thematic analysis indicated that digital adaptive learning platforms/systems had affected Chinese EFL teachers’ pedagogy in six venues of ‘teaching content’, ‘teaching methods’, ‘instructional resources’, ‘testing’, ‘classroom interactions’, and ‘classroom management’, which were found to be changing and enriching in light of such technologies. A detailed discussion of each finding is separately provided and implications for L2 teaching are enumerated to promote EFL teachers’ technological literacy, awareness, and practice.

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  • FUNDING INFORMATION:
  • Henan Province higher education teaching reform research and practice project “Student-centered Innovation and Entrepreneurship Course Model...