Comparing Pre-service English Language Teachers’ AITPACK Perceptions in Online and Face-to-face Learning Contexts: Insights from the Technology Acceptance with Peer Support Theory
Pre-service English Language Teachers’ AITPACK Perceptions
Abstract
Recent trends in pre-service English teacher education increasingly emphasize the integration of AI technology. Few studies have examined pre-service teachers’ real-world experiences with AI in language instruction, despite exploring their perceptions and attitudes. Studies on AI-TPACK perceptions primarily utilize technology acceptance frameworks like TAM, TPB and UTAUT. The existing literature regarding pre-service teachers' perceptions of AI-TPACK and the Model of Technology Acceptance with Peer Support (MAPS) is relatively sparse. Furthermore, the existing body of research comparing online and face-to-face instruction in AI-TPACK education for pre-service teachers is limited. To address these gaps, this study examines the impact of the MAPS on pre-service English language teachers’ AI-TPACK perceptions in both online and face-to-face learning environments, focusing on their use of AI within K-12 practicum settings. This study involved 35 online and 50 face-to-face participants using a mixed-methods design. Quantitative data were collected via a questionnaire adapted from An, et al. (2023), and qualitative data were gathered through open-ended survey responses, focus group interviews, and classroom observations. An independent samples t-test found no significant differences between groups in Behavioral Intention, Network Density, and Valued Network Centrality. Significant disparities were found in System Use, Facilitating Conditions, Network Density and Centrality. Qualitative findings emphasize that peer support and practical experiences in practicum schools significantly influence pre-service teachers' attitudes toward integrating AI in instruction. Both groups stressed the need for compulsory AI-TPACK education with peer support in teacher programs. The implications for teacher education are examined, and recommendations for future research are presented.
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